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Test scores slow under No Child Left Behind reforms, gauged by states/federal assessment |
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From University of California: The article "Gauging Growth: How to Judge No Child Left Behind"" is authored by Bruce Fuller, Joseph Wright, Kathryn Gesicki, and Erin Kang, and is one of four featured works published in the current issue of ER---a peer-reviewed scholarly journal of the American Educational Research Association. Bruce Fuller, lead author and professor of education and public policy at the University of California, Berkeley, noted that the strong advances in narrowing racial and income-based achievement gaps seen in the 1990s have faded since passage of 'No Child'. "The slowing of achievement gains, even declines in reading, since 2002 suggests that state-led accountability efforts---well underway by the mid-1990s---packed more of a punch in raising student performance, compared with the flattening-out of scores during the 'No Child' era," he observed. "We are not suggesting that 'No Child' has dampened the earlier progress made by the states," Fuller said. This approach captured the generally positive effects of maturing state-led accountability programs in both reading and math, gauged by state officials and the National Assessment of Educational Progress (NAEP). Following passage of the 'No Child' law, federal reading scores among elementary school students declined in the 12 states tracked by the researchers -- after climbing steadily during the 1990s. The share of fourth-graders proficient in reading, based on federal NAEP results, climbed by one-half a percentage point each year, on average, between the mid-1990s and 2002. The American Educational Research Association (AERA) is the national interdisciplinary research association for approximately 25,000 scholars who undertake research in education.
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