@article{ref1,
title="Changes in school engagement as a function of No Child Left Behind: a comparative interrupted time series analysis",
journal="American educational research journal",
year="2018",
author="Markowitz, Anna J.",
volume="55",
number="4",
pages="721-760",
abstract="After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students' school engagement--a multidimensional construct that describes students' active involvement and commitment to school and encompasses students' thoughts, behaviors, and feelings about school. Using data from repeated cross-sections of the Children of the National Longitudinal Survey of Youth, this study draws on methodological innovations from research linking NCLB to academic outcomes to explore this possibility. <br><br>FINDINGS are suggestive of an immediate NCLB-based increase in engagement that diminished and ultimately became negative over time. Because engagement predicts both achievement and socio-emotional well-being, researchers and policymakers should work to ensure that the Every Student Succeeds Act facilitates accountability systems that promote engagement.<p /> <p>Language: en</p>",
language="en",
issn="0002-8312",
doi="10.3102/0002831218755668",
url="http://dx.doi.org/10.3102/0002831218755668"
}