The No Child Left Behind Act of 2001 (NCLB) was signed to set high educational standards and to establish measurable goals for students of all socioeconomic backgrounds. More than a decade into implementation, the results appear mixed and the outcomes contentious. New analysis from Duke University’s Jacob Vigdor and the University of Kentucky’s Thomas Ahn helps shed empirical light on the debate, indicating that certain NCLB sanctions have proven more effective than others. Specifically, the threat of school restructuring significantly raised student achievement in underperforming schools.
In a new education environment shaped by NCLB waivers and President Obama’s Race to the Top initiative, what role do sanctions play in improving student achievement? Which sanctions are effective and which are not? And how can future policy balance the carrot and stick to optimize achievement for students of all backgrounds? Join education scholars and practitioners for a discussion about the latest NCLB research and its implications for future education policy.