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

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

Overview

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.

Product Details

ISBN-13:	9780833041494
Publisher:	RAND Corporation
Publication date:	06/15/2007
Edition description:	New Edition
Pages:	376
Product dimensions:	7.06(w) x 10.12(h) x 0.77(d)

Table of Contents

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