Identifying the Nation's Lowest Performing Schools: Shifts Following the Passage of the Every Student Succeeds Act (ESSA). Appendix. NCEE 2025-001a
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| Title: | Identifying the Nation's Lowest Performing Schools: Shifts Following the Passage of the Every Student Succeeds Act (ESSA). Appendix. NCEE 2025-001a |
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| Language: | English |
| Authors: | Kerstin Carlson Le Floch, Steven Hurlburt, Drew Atchison, Katie Hyland, National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), American Institutes for Research (AIR) |
| Source: | National Center for Education Evaluation and Regional Assistance. 2024. |
| Availability: | National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ |
| Peer Reviewed: | Y |
| Page Count: | 57 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES) |
| Contract Number: | 919990019F0396 |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Educational Legislation, Federal Legislation, Elementary Secondary Education, Educational Assessment, Educational Improvement, Disadvantaged Schools, Equalization Aid, School Turnaround, School Effectiveness |
| Laws, Policies and Program Identifiers: | Every Student Succeeds Act 2015 |
| Abstract: | This is the appendices for the full report, "Identifying the Nation's Lowest Performing Schools: Shifts Following the Passage of the Every Student Succeeds Act (ESSA)." This study examines state identification of schools for the most intensive support to see how changes in federal laws and regulations played out nationally and at the state level, by comparing schools identified just before and just after ESSA's implementation. Specifically, it looks at two time points: 2016-17, during which there were two distinct policy contexts, with most states operating under waivers but seven states still operating under the previous No Child Left Behind policies, and 2018-19, when all states were expected to be following ESSA regulations for the first time. Of particular interest is whether the number and characteristics of identified schools--including their average student achievement and demographics--differed when comparing the set of schools identified under ESSA with the set of schools identified just before ESSA. The appendices provide supporting details on the policy being evaluated, the study methods, and supplementary analyses for the findings presented. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| IES Publication: | https://ies.ed.gov/ncee/pubs/2025001/ |
| Entry Date: | 2024 |
| Accession Number: | ED660953 |
| Database: | ERIC |
| Abstract: | This is the appendices for the full report, "Identifying the Nation's Lowest Performing Schools: Shifts Following the Passage of the Every Student Succeeds Act (ESSA)." This study examines state identification of schools for the most intensive support to see how changes in federal laws and regulations played out nationally and at the state level, by comparing schools identified just before and just after ESSA's implementation. Specifically, it looks at two time points: 2016-17, during which there were two distinct policy contexts, with most states operating under waivers but seven states still operating under the previous No Child Left Behind policies, and 2018-19, when all states were expected to be following ESSA regulations for the first time. Of particular interest is whether the number and characteristics of identified schools--including their average student achievement and demographics--differed when comparing the set of schools identified under ESSA with the set of schools identified just before ESSA. The appendices provide supporting details on the policy being evaluated, the study methods, and supplementary analyses for the findings presented. |
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