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Download full textLadd, Helen F.; Lauen, Douglas L. – Urban Institute (NJ1), 2009
Although the Federal No Child Left Behind program judges the effectiveness of schools based on their students' achievement status, many policy analysts argue that schools should be measured, instead, by their students' achievement growth. Using a ten-year student-level panel data set from North Carolina, the authors examine how school-specific…
Descriptors: Federal Legislation, Achievement Gains, Accountability, Educational Policy
