Preface | p. iii |
Figures | p. ix |
Tables | p. xi |
Summar | p. xv |
Acknowledgments | p. xxi |
Abbreviations | p. xxiii |
Introuduction and Methods | p. 1 |
Findings from the Previous Monograph | p. 1 |
The Current Study | p. 3 |
Overview of Standards-Based Accountability Under No Child Left Behind | p. 4 |
Study Approach and Methods | p. 6 |
Sampling | p. 6 |
Data Collection | p. 7 |
Survey Analyses | p. 8 |
How This Report Is Organized | p. 8 |
Technical Notes | p. 8 |
Implementation of SBA in California | p. 11 |
Background on California's the ISBA system | p. 11 |
California Findings from the ISBA Study | p. 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 Georgia | p. 31 |
Background on Georgia's SBA System | p. 31 |
Georgia Findings from the ISBA Study | p. 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 Pennsylvania | p. 47 |
Background on Pennsylvania's SBA System | p. 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 |
Conclusions | p. 63 |
Common Themes Across the Three States | p. 64 |
States, Districts, and Schools Have Adapted Their Policies and Practices to Support the Implementation of NCLB | p. 64 |
Alignment Was a Major Focus of Efforts to Implement NCLB | p. 64 |
Educators Think That Test Results Are a Good Measure of Student Mastery and Provide Useful Information for Improving Curriculum and Instruction | p. 65 |
Most Educators Report That NCLB Has Had a Positive Impact on Teaching and Learning, Although Concerns Remain About Potential Negative Effects on Some Students | p. 66 |
Despite the Changes in Alignment and Instructional Planning, It Appears That Teaching Techniques Have Generally Not Changed | p. 66 |
Teachers Are Less Sanguine Than Administrators About the Validity of Test Scores and the Impact of NCLB on Students | p. 67 |
Districts and Schools Are Engaged in a Wide Variety of Reforms | p. 68 |
There Are Small but Notable Differences in Implementation Between Elementary and Middle Schools | p. 68 |
There Are Major Differences in Implementation Between the Subjects of Mathematics and Science | p. 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 Preparation | p. 70 |
Trends | p. 71 |
State Infrastructure for Accountability Has Improved | p. 71 |
State Reporting of Test Results Has Become Timelier and More Complete | p. 71 |
The Use of Progress Tests Is Growing, as Are Efforts to Use Test Results for Instructional Decisionmaking | p. 71 |
Educators Are Growing More Positive Toward Accountability Policies | p. 72 |
Concerns About Low Morale Continue, but Are Becoming Less Common | p. 72 |
Distinctive Approaches by States | p. 73 |
State Varied in Their Capacity to Implement NCLB | p. 74 |
Georgia Educators Were Relatively More Positive Toward NCLB Than Were California or Pennsylvania Educators | p. 74 |
Looking Ahead | p. 75 |
Appendixes | |
Sampling and Response Rate Tables | p. 77 |
Results Tables | p. 81 |
Bibliography | p. 143 |
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