Poster Paper:
The Impact of NCLB Waivers on Student Achievement Gaps
*Names in bold indicate Presenter
I answer these questions utilizing data from the Stanford Education Data Archive. These data compile 300 million test scores from 45 million public school students between 2009 and 2015. Math and ELA mean scores are provided across tested grades and racial/ethnic subgroups at both the county and district level. The data also include district-level covariates of socioeconomic, demographic, school, and segregation characteristics. I employ two strategies to estimate the impact of NCLB waivers on mean student achievement and racial/ethnic gaps. First, I utilize a differences-in-differences framework comparing achievement between treatment and comparison states (those who were/were not awarded NCLB waivers). Second, I examine more localized areas of the country and repeat the analysis by selecting pairs of treatment and comparison districts that share a geographic border. The key dependent variable in each estimation strategy is (1) district-level means of academic achievement on either the National Assessment of Educational Progress (NAEP) or state mathematics and ELA examinations scores for students in grades three through eight or (2) district-level achievement gaps across racial/ethnic groups for the same tests, subjects, and grades. Results are forthcoming.
Understanding the impact of the NCLB waivers is important because the waivers both signal a significant departure from existing policy and arguably mirror the structure of the Every Student Succeeds Act (ESSA). Under the NCLB waivers, schools were still required to administer annual tests to 95% of students in specific elementary, middle, and high school grades and distribute the results of these tests by race, socioeconomic status, and disability. Schools were still held accountable for student performance, but states determined how these systems were structured, how and when testing occurred, and how scores were interpreted (Office of Elementary and Secondary Education, 2011). All of these attributes, along with the increased flexibility to incorporate other measures to assess student performance, were included in ESSA (Every Student Succeeds Act, 2015). In essence, most of the public school population in the United States was already being educated under a system that would become ESSA.