An Exploratory Analysis of Adequate Yearly Progress Identification for Improvement and Student Achievement in Two States and Three Cities

This report presents the results of exploratory quasi-experimental analyses that use a regression discontinuity design to examine the relationships between certain features of No Child Left Behind accountability and subsequent student achievement in Title I schools in two states and three school districts. Specifically, the report examines the effects of not making annual yearly progress (AYP) or of being identified for the first year of school improvement status (after missing AYP for two consecutive years). The study found some positive achievement impacts for schools that missed AYP, but not for schools that were identified for the first year of school improvement. Further, effects were not consistent across years and outcomes. Findings from two states and three cities cannot be generalized to produce a national estimate of program effects on student achievement.