The No Child Left Behind Act of 2001 (NCLB) requires all states to adopt standards-based accountability (SBA) systems to monitor school performance. States’ SBA systems vary in their details, but all involve content and achievement standards, statewide tests, and systems of intervention and other consequences associated with performance on those tests. The Implementing Standards-Based Accountability (ISBA) project is examining how district staff, principals, and teachers are responding to the SBA provisions under NCLB, and is exploring the relationships between these responses and subsequent student achievement gains (see Stecher et al., 2005, in this symposium for study details). In this paper we present preliminary data from the study, with a focus on classroom-level responses to SBA among mathematics and science teachers.
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