A key assumption underlying the No Child Left Behind Act is that districts have the capacity and the knowledge to help schools improve. The authors use data from a national longitudinal survey of Title I schools to shed light on the validity of this assumption and make recommendations for helping schools identified as in need of improvement.
The work on which this paper is based was funded by the U.S. Department of Education under a subcontract with Westat and was conducted by RAND Education.
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