Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Accountability | 1 |
| Anxiety | 1 |
| Attention Control | 1 |
| Behavior Problems | 1 |
| Children | 1 |
| Educational Legislation | 1 |
| Elementary School Students | 1 |
| Federal Legislation | 1 |
| Gender Differences | 1 |
| High Stakes Tests | 1 |
| Longitudinal Studies | 1 |
| More ▼ | |
Source
| AERA Open | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
| Self Description Questionnaire | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textWhitney, Camille R.; Candelaria, Christopher A. – AERA Open, 2017
Many people have worried about possible adverse effects of high-stakes testing on socioemotional outcomes. This article uses a difference-in-differences approach to investigate the effects of the introduction of high-stakes testing via the No Child Left Behind Act on socioemotional outcomes. Data are from the Early Childhood Longitudinal…
Descriptors: Educational Legislation, Federal Legislation, High Stakes Tests, Accountability
