Research Brief
How Educators in Three States Are Responding to Standards-Based Accountability Under No Child Left Behind
May 15, 2007
Experiences of Teachers and Administrators in Three States
Format | File Size | Notes |
---|---|---|
PDF file | 1.6 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | File Size | Notes |
---|---|---|
PDF file | 0.1 MB | Use Adobe Acrobat Reader version 10 or higher for the best experience. |
Format | List Price | Price | |
---|---|---|---|
Add to Cart | Paperback302 pages | $32.50 | $26.00 20% Web Discount |
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 in the United States has had to develop and implement an SBA system that met the requirements of the law, and its provisions have affected every public school and district in the nation. This book sheds light on how accountability policies have influenced attitudes and been translated into actions at the district, school, and classroom levels in three states, with a focus on mathematics and science. SBA is leading to an increased emphasis on student achievement, and many educators laud this focus, but a single-minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale.
Chapter One
Introduction
Chapter Two
Study Design and Methods
Chapter Three
SBA Systems in California, Georgia, and Pennsylvania
Chapter Four
Educators’ Opinions About Standards, Assessments, and Accountability
Chapter Five
School and District Improvement Strategies
Chapter Six
Instructional Practices Related to Standards and Assessments
Chapter Seven
Perceived Barriers to School Improvement
Chapter Eight
Conclusions and Implications
Appendix A
Sampling and Survey Responses
Appendix B
Supplementary Tables
Appendix C
Superintendent, Principal, and Teacher Surveys
The research described in this report was sponsored by the National Science Foundation and was conducted by RAND Education, a unit of the RAND Corporation.
This report is part of the RAND Corporation Monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND monographs undergo rigorous peer review to ensure high standards for research quality and objectivity.
This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited; linking directly to this product page is encouraged. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial purposes. For information on reprint and reuse permissions, please visit www.rand.org/pubs/permissions.
The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.