Evaluating the impact of NCLB school interventions in New York State: Does one size fit all?

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Abstract

This study examines the efficacy and moderators of New York State interventions for schools in need of improvement under NCLB, including: (1) school transfer, (2) supplementary education service (3) corrective action, (4) planning for restructuring, and (5) restructuring. Despite the fact that schools in increasingly aggressive treatment groups had higher performance gains relative to schools in good standing, propensity score matching analysis results reveal negative or null effects of the interventions. There are indications of treatment effect heterogeneity and the effects varied by the year of implementation and the propensity of treatment assignment (schooling conditions prior to interventions). The findings of our study have implications for both theory of action and program implementation.

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How to Cite
Lee, J., Shin, H., & Amo, L. C. (2013). Evaluating the impact of NCLB school interventions in New York State: Does one size fit all?. Education Policy Analysis Archives, 21, 67. https://doi.org/10.14507/epaa.v21n67.2013
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Author Biographies

Jaekyung Lee, SUNY at Buffalo

Jaekyung Lee is the Dean and Professor of the Graduate School of Education at the University at Buffalo, SUNY. He specializes in educational policy research and evaluation.

Hyejin Shin, SUNY at Buffalo

Hyejin Shin is a Ph.D. Candidate in Educational Administration, University at Buffalo-SUNY. Her research interests include accountability, K-12 policy evaluation, and educational equity. 

Laura C. Amo, SUNY at Buffalo

Laura C. Amo is a Ph.D. Candidate in Educational Psychology and Quantitative Methods at the University at Buffalo-SUNY. She currently holds an appointment as Visiting Assistant Professor in the UB School of Management in the Management Science and Systems Department. Her research interests include school accountability, policy evaluation, and organizational outcomes among teachers and principals.