Jacob Vigdor

Since 2006, the National Center for Analysis of Longitudinal Data in Education Research (CALDER) has conducted a focused program of research on current State or district education policies intended to improve student achievement and other education outcomes (e.g., high school graduation rates) in any grades from prekindergarten through Grade 12.

This study examines whether various forms of sanctions included in school accountability policies, including the No Child Left Behind Act and North Carolina's ABC program, improve student achievement with particular attention to traditionally underperforming disadvantaged students.

Supported by a five-year, $10 million grant from the Institute for Education Sciences at the U.S. Department of Education, CALDER is a federally funded National Research and Development Center. The center will harvest state and district administrative data on individual teachers and students for insights into how state and local policies, especially teacher policies, governance policies, and accountability policies affect teachers (e.g., who teaches what students) and students (e.g., academic a