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

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

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

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

Synopsis

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.

Excerpt

This monograph presents interim findings from the Implementing Standards-Based Accountability (ISBA) project. It provides descriptive information regarding the implementation of the No Child Left Behind Act (NCLB) in three states—California, Georgia, and Pennsylvania—in 2003–2004 and 2004–2005. Subsequent publications will extend these results for an additional year and will include both multivariate and multilevel analyses of policy decisions and actions at the state, district, school, and classroom levels. This monograph should be of interest to anyone concerned about standards-based accountability (SBA) in general and NCLB in particular.

This research was conducted by RAND Education, a unit of the RAND Corporation. It is part of a larger body of RAND Education work addressing assessment and accountability. It was sponsored by the National Science Foundation under grant number REC-0228295. Any opinions, findings, conclusions, or recommendations expressed in this monograph are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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