Standards-Based Accountability Under No Child Left Behind Experiences of Teachers and Administrators in Three States

by Hamilton, Laura S.; Stecher, Brian M.; Marsh, Julie A.; McCombs, Jennifer Sloan; Robyn, Abby

• ISBN13: 9780833041494
• ISBN10: 0833041495
• Format: Paperback
• Copyright: 2007-06-15
• Publisher: RAND Corporation

Summary

Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

Table of Contents

Preface	p. iii
Figures	p. ix
Tables	p. xi
Summary	p. xvii
Acknowledgments	p. xxiii
Abbreviations	p. xxv
Introduction	p. 1
Standards-Based Accountability	p. 2
Evidence Concerning SBA Effectiveness	p. 4
How SBA Is Supposed to Work	p. 5
District and School Responses to Accountability	p. 6
Classroom Practice	p. 7
Opinions and Attitudes	p. 8
Barriers and Capacity	p. 8
Evidence Concerning No Child Left Behind	p. 9
How the Monograph Is Organized	p. 10
Study Design and Methods	p. 11
Sampling	p. 11
Instrumentation	p. 14
Data Collection	p. 15
Analyses	p. 16
Technical Notes	p. 17
SBA Systems in California, Georgia, and Pennsylvania	p. 19
Introduction	p. 19
Prior Accountability Systems	p. 20
State Academic Content Standards	p. 23
State Testing Programs	p. 25
Adequate Yearly Progress Definitions	p. 26
AYP Status of Schools	p. 30
Specific AYP Targets Missed by Schools	p. 31
State Awards	p. 32
State Technical Assistance	p. 33
Implementing NCLB's Highly Qualified Teacher Provisions	p. 35
Summary	p. 38
Educators' Opinions About Standards, Assessments, and Accountability	p. 41
State Content Standards	p. 41
State Assessments	p. 44
Adequate Yearly Progress	p. 48
The Effects of Accountability	p. 53
Summary	p. 59
School and District Improvement Strategies	p. 61
School Improvement Strategies	p. 61
Data-Based Decisionmaking	p. 64
Curriculum and Instructional Alignment	p. 75
Activities Targeting Low-Performing Students	p. 78
Other School Improvement Strategies	p. 82
District and State Technical Assistance	p. 87
Summary	p. 92
Instructional Practices Related to Standards and Assessments	p. 95
Changes in Time Spent on Tested and Nontested Subjects	p. 95
Alignment of Instruction with State Standards and Assessments	p. 99
Effects of State Tests on Practices	p. 102
Instructional Activities in Mathematics and Science	p. 107
Summary	p. 110
Perceived Barriers to School Improvement	p. 113
Funding	p. 113
Instructional Resources	p. 114
Staffing	p. 115
Skills and Knowledge	p. 116
Professional Development	p. 118
Instructional and Planning Time	p. 118
Conditions Outside of School	p. 119
Students with Special Needs or Limited English Proficiency	p. 122
Changes in Policy and Leadership	p. 126
Summary	p. 127
Conclusions and Implications	p. 129
Key Findings	p. 129
Implications	p. 132
Conclusions	p. 137
Appendixes
Sampling and Survey Responses	p. 139
Supplementary Tables	p. 145
Superintendent, Principal, and Teacher Surveys	p. 195
References	p. 265
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