Using longitudinal data from the No Child Left Behind (NCLB) era, I applied regression techniques and found a positive association between school failure to reach “adequate yearly progress” in mathematics and subsequent changes in the quality of middle grades mathematics instruction in districts where district leaders adopted robust theories of action for improving mathematics instruction. The positive association was robust to multiple sensitivity tests and may reflect a causal relationship. The evidence suggests that educational leaders in similar contexts can use school failure to reach accountability standards as measured by standardized assessments to promote instructional quality in mathematics.

中文翻译：

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关于不让孩子掉队时代学校问责制和数学教学质量的新证据

使用不让一个孩子掉队 (NCLB) 时代的纵向数据，我应用回归技术，发现学校未能在数学上达到“足够的年度进步”与随后学区中学数学教学质量的变化之间存在正相关关系。领导者采用了强有力的行动理论来改进数学教学。正相关对多项敏感性测试是稳健的，可能反映了因果关系。证据表明，类似情况下的教育领导者可以利用学校失败来达到由标准化评估衡量的问责标准，以提高数学教学质量。