Testing the No Child Left Behind Act: analyzing assumptions about the link between teacher quality and student achievement

Teachers have long been considered a critical educational resource. The No Child Left Behind Act (NCLB) of 2001 recognizes the importance of educators through its highly qualified teachers mandate. Under NCLB, teachers are deemed highly qualified if they (1) have a bachelor’s degree, (2) possess full state teacher certification, and (3) demonstrate knowledge in the subjects taught. NCLB assumes that teachers who meet highly qualified status will also produce the greatest gains in student learning. Using panel data analysis and the Los Angeles Unified School District, this study asks (1) how has NCLB changed the composition of teachers’ qualifications? and (2) what effect do NCLB-defined teacher qualifications have on student achievement? The data show that NCLB has succeeded in changing the composition of teachers’ qualifications. Beginning with the law’s enactment, schools altered their teacher workforce to more closely reflect NCLB standards of teacher quality. Contra NCLB’s assumptions, the data show a negative relationship between increasing the proportion of teachers with additional years of schooling and student growth. The data show no statistically meaningful relationship between teachers who are fully certified and student achievement. Draft only. Please do not cite or distribute without permission.