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9780833046109

Pain and Gain Implementing No Child Left Behind in Three States, 2004-2006

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  • ISBN13:

    9780833046109

  • ISBN10:

    0833046101

  • Format: Paperback
  • Copyright: 2008-12-16
  • Publisher: RAND Corporation

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Supplemental Materials

What is included with this book?

Summary

The Implementing Standards-Based Accountability (ISBA) study was designed to examine the strategies that states, districts, and schools are using to implement standards-based accountability under the No Child Left Behind Act (NCLB). This monograph presents information regarding the implementation of NCLB in California, Georgia, and Pennsylvania from 2003-2004 through 2005-2006, including the final results of the ISBA project.

Table of Contents

Prefacep. iii
Figuresp. ix
Tablesp. xi
Summarp. xv
Acknowledgmentsp. xxi
Abbreviationsp. xxiii
Introuduction and Methodsp. 1
Findings from the Previous Monographp. 1
The Current Studyp. 3
Overview of Standards-Based Accountability Under No Child Left Behindp. 4
Study Approach and Methodsp. 6
Samplingp. 6
Data Collectionp. 7
Survey Analysesp. 8
How This Report Is Organizedp. 8
Technical Notesp. 8
Implementation of SBA in Californiap. 11
Background on California's the ISBA systemp. 11
California Findings from the ISBA Studyp. 14
How Did Districts, Schools, and Teachers Respond to State Accountability Efforts, Including State Standards and State Tests?p. 14
What School Improvement Strategies Were Used, and Which Were Perceived to Be Most Useful?p. 18
What was the Impact of Accountability on Curriculum, Teacher Practice, and Student Learning?p. 22
What Conditions Hindered Improvement Efforts?p. 26
Implementation of SBA in Georgiap. 31
Background on Georgia's SBA Systemp. 31
Georgia Findings from the ISBA Studyp. 33
How Did Districts, Schools, and Teachers Respond to State Accountability Efforts, Including State Standards and State Tests?p. 33
What School Improvement Strategies Were Used and Which Were Perceived to Be Most Useful?p. 37
What Was the Impact of Accountability on Curriculum, Teacher Practice, and Student Learning?p. 40
What Conditions Hindered Improvement Efforts?p. 43
Implementation of SBA in Pennsylvaniap. 47
Background on Pennsylvania's SBA Systemp. 47
Pennsylvania Findings from the ISBA Study48
How Did Districts, Schools, and Teachers Respond to State Accountability Efforts, Including State Standards and State Tests?p. 48
What School Improvement Strategies Were Used, and Which Were Perceived to Be Most Useful?p. 53
What Was the Impact of Accountability on Curriculum, Teacher Practice, and Student Learning?p. 55
What Conditions Hindered Improvement Efforts?p. 59
Conclusionsp. 63
Common Themes Across the Three Statesp. 64
States, Districts, and Schools Have Adapted Their Policies and Practices to Support the Implementation of NCLBp. 64
Alignment Was a Major Focus of Efforts to Implement NCLBp. 64
Educators Think That Test Results Are a Good Measure of Student Mastery and Provide Useful Information for Improving Curriculum and Instructionp. 65
Most Educators Report That NCLB Has Had a Positive Impact on Teaching and Learning, Although Concerns Remain About Potential Negative Effects on Some Studentsp. 66
Despite the Changes in Alignment and Instructional Planning, It Appears That Teaching Techniques Have Generally Not Changedp. 66
Teachers Are Less Sanguine Than Administrators About the Validity of Test Scores and the Impact of NCLB on Studentsp. 67
Districts and Schools Are Engaged in a Wide Variety of Reformsp. 68
There Are Small but Notable Differences in Implementation Between Elementary and Middle Schoolsp. 68
There Are Major Differences in Implementation Between the Subjects of Mathematics and Sciencep. 70
Administrative Efforts Were Hindered by Lack of Funding and Lack of Time, Instructional Efforts Were Hindered by Lack of Time, Large and Heterogeneous Classes, and Poor Student Preparationp. 70
Trendsp. 71
State Infrastructure for Accountability Has Improvedp. 71
State Reporting of Test Results Has Become Timelier and More Completep. 71
The Use of Progress Tests Is Growing, as Are Efforts to Use Test Results for Instructional Decisionmakingp. 71
Educators Are Growing More Positive Toward Accountability Policiesp. 72
Concerns About Low Morale Continue, but Are Becoming Less Commonp. 72
Distinctive Approaches by Statesp. 73
State Varied in Their Capacity to Implement NCLBp. 74
Georgia Educators Were Relatively More Positive Toward NCLB Than Were California or Pennsylvania Educatorsp. 74
Looking Aheadp. 75
Appendixes
Sampling and Response Rate Tablesp. 77
Results Tablesp. 81
Bibliographyp. 143
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