State and Local Implementation of the No Child Left Behind Act. Volume I. Title I School Choice, Supplemental Educational Services, and Student Achievement

摘要

This report presents findings about the relationship between participation in the Title I school choice and supplemental educational services options and student achievement from the National Longitudinal Study of No Child Left Behind (NLS-NCLB). The NLS-NCLB has collaborated with another study, the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind (SSI-NCLB), to provide an integrated evaluation of the implementation of key NCLB provisions at the state level (SSI-NCLB) and at the district and school levels (NLS-NCLB). Together the two studies are issuing a series of reports on the topics of accountability, teacher quality, Title I school choice and supplemental educational services, and targeting and resource allocation. This report presents data from an analysis conducted by the NLS-NCLB using student-level data from nine large urban school districts to examine the characteristics of students participating in the two options and the related impact on student achievement. A key aim of the federal No Child Left Behind Act of 2001 (NCLB) is to provide new educational options to parents whose children attend Title I schools that are identified for improvement, corrective action, or restructuring because the schools have not made adequate yearly progress (AYP) toward meeting state standards for two or more years. The first of these options is the opportunity for parents to transfer their children to another school in the district that has not been identified. The second option is the opportunity for parents to enroll their children in supplemental educational servicessuch as tutoring, remediation, or other academic instructionthat are offered by a state-approved provider and are in addition to instruction provided during the school day. This option is available to low-income families whose children attend a Title I school that is in Year 2 (or a later year) of identified for improvement status. This report examines the characteristics of students participating in the two options and the related impact on student achievement.