Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity

  title={Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity},
  author={James Je Heon Kim and Gail L. Sunderman},
  journal={Educational Researcher},
  pages={13 - 3}
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meeting the federal adequate yearly progress… 

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