Accountability, Inequality, and Achievement: The Effects of the No Child Left Behind Act on Multiple Measures of Student Learning

Jennifer L. Jennings; Douglas Lee Lauen

doi:10.7758/RSF.2016.2.5.11

Article Information

vol. 2 no. 5 220-241

DOI

https://doi.org/10.7758/RSF.2016.2.5.11

Published By

RSF: The Russell Sage Foundation Journal of the Social Sciences

Print ISSN

2377-8253

Online ISSN

2377-8261

History

Published online September 1, 2016.

Copyright © 2016 by Russell Sage Foundation. All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Reproduction by the United States Government in whole or in part is permitted for any purpose. We thank Peter Crosta, Kari Kozlowski, Casey Megan, and Heeju Sohn for their research assistance and Karl Alexander and Steve Morgan for their helpful comments. Direct correspondence to: Jennifer L. Jennings at jj73@nyu.edu, 295 Lafayette St., 4th Floor, New York, NY 10003; and Douglas Lee Lauen at dlauen@unc.edu, Department of Public Policy, UNC-Chapel Hill, Abernethy Hall, CB#3435, Room 121A, Chapel Hill, NC 27599. Open Access Policy: RSF: The Russell Sage Foundation Journal of the Social Sciences is an open access journal. This article is published under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.