Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

Brings together ten papers by researchers who tackle economic issues surrounding school accountability reforms. The papers in this volume employ relevant microeconomic analysis and econometric techniques to provide an understanding of the vital economic and public policy issues. It is aimed at researchers in business, economics, and other fields.

This volume stems from the 2003 Educational Testing Service Invitational Conference that convened leading scholars and practitioners from education, psychology, economics, statistics, and public policy to discuss the important topic of measurement and ac

This monumental collection presents the first-ever sociological analysis of the No Child Left Behind Act and its effects on children, teachers, parents, and schools. More importantly, these leading sociologists consider whether NLCB can or will accomplish its major goal: to eliminate the achievement gap by 2014. Based on theoretical and empirical research, the essays examine the history of federal educational policy and place NCLB in a larger sociological and historical context. Taking up a number of policy areas affected by the law—including accountability and assessment, curriculum and instruction, teacher quality, parental involvement, school choice and urban education—this book examines the effects of NCLB on different groups of students and schools and the ways in which school organization and structure affect achievement. No Child Left Behind concludes with a discussion of the important contributions of sociological research and sociological analysis integral to understanding the limits and possibilities of the law to reduce the achievement gap.

Brookings Papers on Economic Activity (BPEA) provides academic and business economists, government officials, and members of the financial and business communities with timely research on current economic issues. Contents: • Editors' Summary • The Increase in Income Cyclicality of High-Income Households and Its Relation to the Rise in Top Income SharesBy Jonathan A. Parker and Annette Vissing-Jorgensen (Northwestern University) • The State of the Social Safety Net in the Post-Welfare Reform EraBy Marianne P. Bitler (University of California, Irvine) and Hilary W. Hoynes (University of California, Davis) • The Impact of No Child Left Behind on Students, Teacheres, and SchoolsBy Thomas S. Dee (University of Virginia) and Brian A. Jacob (University of Michigan) • How Useful Are Estimated DSGE Model Forecasts for Central Bankers? By Rochelle M. Edge (Board of Governors of the Federal Reserve System) and Refet S. Gürkaynak (Bilkent University) • Regulating the Shadow Banking SystemBy Gary Gorton and Andrew Metrick (Yale University) • State Fiscal Policies and Transitory Income FluctuationsBy James R. Hines, Jr. (University of Michigan)

Economics can be a lens for understanding the behavior of schools, districts, states, and nations in meeting education needs of their populaces, as well as for understanding the individual decisions made by administrators, teachers, and students. Insights from economics help decision makers at the state level understand how to raise and distribute funds for public schools in an equitable manner for both schools and taxpayers. Economics also can assist researchers in analyzing effects of school spending and teacher compensation on student outcomes. And economics can provide important insights into public debates on issues such as whether to offer vouchers for subsidizing student attendance at private schools. This two-volume encyclopedia contains over 300 entries by experts in the field that cover these issues and more. Features: This work of 2 volumes (in both print and electronic formats) contains 300-350 signed entries by significant figures in the field. Entries conclude with cross-references and suggestions for further readings to guide students to in-depth resources. Although organized in A-to-Z fashion, a thematic “Reader’s Guide” in the front matter groups related entries by topic. Also in the front matter, a chronology provides students with historical perspective on the development of education economics and finance as a field of study The entire work concludes with a Resources appendix and a comprehensive Index. In the electronic version, the index, Reader's Guide, and cross references combine to provide effective search-and-browse capabilities.