Abstract
Reforms in American public education have not resolved the wide academic performance gap between students. Officials respond by developing reforms, that is, the No Child Left Behind (NCLB) Act and Elementary and Secondary Education Act (ESEA) Flexibility Waivers. The Waivers modified the more controversial aspects of ESEA/NCLB, which imposed a strict compliance deadline. This was a difficult task for many and an impossible one for the poorest school districts. Using factor analysis and logistic regression, this study provides a methodology for generating data to explain variation in student performance in Michigan school districts associated with organizational, school, financial, and social characteristics.
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