Merging the accountability and scientific research requirements of the No Child Left Behind Act: using cohort control groups

Abstract

This article shows how assessment data such as that mandated by the No Child Left Behind Act can be used to examine the effectiveness of educational interventions and meet the Act's mandate for "scientifically based research." Based on the classic research design literature a cohort control group and a cohort control group with historical comparisons design are suggested as internally valid analyses. The logic of the "grounded theory of generalized causal inference" is used to develop externally valid results. The procedure is illustrated with published data regarding the Reading Mastery curriculum. Empirical results are comparable to those obtained in meta-analyses of the curriculum, with effect sizes surpassing the usual criterion for educational importance. Implications for school officials and policy makers are discussed. Keywords Research designs • Cohort control groups • Assessment data • Evaluation researchFew would dispute that the No Child Left Behind (NCLB) Act has had an extraordinary influence on education in the United States. School administrators, teachers, and students have probably been most affected by the Act's focus on accountability and using standardized assessments to identify schools needing improvement. A key element of the Act was the requirement that states measure progress in reading and mathematics and compare students' scores to established benchmarks. Educational researchers have probably been more affected by the Act's requirement for "scientifically based research" and the call for "evidence-based practice."

The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement

“…Thus, Study 2 used a cohort comparison design, comparing data for three cohorts: (a) those who began kindergarten before the schools were using DI (n = 166), (b) those who began kindergarten when their teachers were using DI but were not given practice time (n = 299), and (c) those who began kindergarten when the teachers were given time to practice and become more fluent in their presentations (n = 142). Cohort comparison designs are recommended by the classic methodological literature as especially appropriate for institutional settings such as schools (Shadish, Cook, & Campbell, 2002, see also Stockard, 2013). , 2008).…”

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

“…The No Child Left Behind Act (NCLB) was introduced in 2001 to promote equity, by not allowing any child to be overlooked-or left behind (Stockard, 2011). Before NCLB, the academically deficient scores of marginalized students were concealed behind the proficient scores of their peers.…”

“…Before NCLB, the academically deficient scores of marginalized students were concealed behind the proficient scores of their peers. Thus, after decades of lingering educational disparities (Ladson-Billings, 2010;Stockard, 2011), NCLB forced schools to hold all students to high academic standards, with an expectation that all students achieve at least one year's worth of gains by the end of school year. Though marginalized students have faced many issues in education-, i.e., Plessy v.…”

“…Ferguson; Murray v. Maryland; Sweatt v. Painter; Brown v. Board of Education; -NCLB mandated that all students must be academically successful in educational settings (Stockard, 2011), though the demonstration of educational success can vary depending on previous gaps, skillsets, and circumstances. In spite of NCLB, however, Black students continue to trail behind their non-Black counterparts throughout American school districts, including schools in Sunshine County ("College graduation gaps between white and minority students persist," 2015).…”

“…("What Is the Achievement Gap...? ", 2018), including the introduction of the No Child Left Behind Act (NCLB) in 2001 (Stockard, 2011).…”