| Xin Wei
Stanford University
The stringency of the NCLB accountability standards, incentives and performance: Multilevel analysis of NAEP data
FINAL REPORT
This study developed a comprehensive measure of the stringency level of NCLB states’Äô accountability systems, including the strength of their annual measurable objectives, confidence intervals, performance indexing, retesting, minimum subgroup size, and the difficulty levels of proficiency standards. This study related accountability stringency in 2003 to student achievement and achievement gaps on NAEP math and reading tests from 2003 and 2005. The results indicated that an increase in accountability stringency, such as requiring faster progress, allowing a smaller minimum subgroup size, not using confidence intervals, and not allowing for retesting were all related to improved math achievement, mainly for fourth-grade Hispanic students. Not using confidence intervals was also related to higher reading achievement for White and Hispanic students. However, using performance indexing and less difficult state proficiency standards were associated with higher math achievement for fourth-grade Hispanic students. Accountability stringency did not have any positive effects on Black students.
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