Standards-based accountability under no child left behind : experiences of teachers and administrators in three states / Laura S. Hamilton [and others].
- Santa Monica, CA : Rand Corp., 2007.
- Physical Description:
- 1 online resource (xxvi, 275 pages) : illustrations
- Additional Creators:
- Hamilton, Laura S.
- Language Note:
- Restrictions on Access:
- Open Access Unrestricted online access
- Ch. 1: Introduction -- ch. 2: Study design and methods -- ch. 3: SBA systems in California, Georgia, and Pennsylvania -- ch. 4: Educators' opinions about standards, assessments, and accountability -- ch. 5: School and district improvement strategies -- ch. 6: Instructional practices related to standards and assessments -- ch. 7: Perceived barriers to school improvement -- ch. 8: Conclusions and implications -- Appendix A: Sampling and survey responses -- Appendix B: Supplementary tables -- Appendix C: Superintendent, principal, and teacher surveys.
- Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i.
- United States. No Child Left Behind Act of 2001
- No Child Left Behind Act of 2001 (United States)
- Educational accountability—California
- Educational accountability—Georgia
- Educational accountability—Pennsylvania
- SOCIAL SCIENCE—Children's Studies
- Educational accountability
- Educação—Estados unidos
- Administração da educação—Estados unidos
- 9780833042705 (electronic bk.)
083304270X (electronic bk.)
- Digital File Characteristics:
- data file
- Bibliography Note:
- Includes bibliographical references (pages 265-275).
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