Pain and gain: implementing no child left behind in three states, 2004 - 2006
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...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, Calif.
RAND Corp.
2008
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | 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. |
| Beschreibung: | Includes bibliographical references (p. 143-144) |
| Beschreibung: | XXIV, 144 S. zahlr. graph. Darst. 26 cm |
| ISBN: | 9780833046109 0833046101 |
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| 245 | 1 | 0 | |a Pain and gain |b implementing no child left behind in three states, 2004 - 2006 |c Brian M. Stecher ... |
| 264 | 1 | |a Santa Monica, Calif. |b RAND Corp. |c 2008 | |
| 300 | |a XXIV, 144 S. |b zahlr. graph. Darst. |c 26 cm | ||
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| 500 | |a Includes bibliographical references (p. 143-144) | ||
| 520 | 3 | |a 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. | |
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| 648 | 7 | |a Geschichte 2004-2006 |2 gnd |9 rswk-swf | |
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| 650 | 7 | |a SOCIAL SCIENCE / Children's Studies |2 bisacsh | |
| 650 | 4 | |a Educational accountability |z California |v Case studies | |
| 650 | 4 | |a Educational accountability |z Georgia |v Case studies | |
| 650 | 4 | |a Educational accountability |z Pennsylvania |v Case studies | |
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Datensatz im Suchindex
| _version_ | 1804139347350388736 |
|---|---|
| adam_text | CONTENTS PREFACE . . . .. . .. . . . . . . . . . . . . . . . . .. . .. .
.. . . III FIGURES. . . ... . . . . . . . . . . . . . . . . . .. . .. .
. . . . . . . . . . . . . .. . .. ... . .. . . . . . . . .. . . . .. . .
. . . . . . . . . . . . . . . . . . . . . . . . . .. IX TABLES .... . .
.. . .. . . ... . .. .. . . .. . . .. . . . . .. . .. . .. . .. . . . .
. . ... . . . . . . . . . . . . . . .. . . . . . . .. XI SUMMARY. . XV
ACKNOWLEDGMENTS XXI ABBREVIATIONS . . . . . . . ... . .. . . . . ... ..
. . .. .. . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . . .
. . . . .. XXIII CHAPTERONE INTRODUCTION AND METHODS 1 FINDINGS FROM THE
PREVIOUS MONOGRAPH . .. 1 THE CURRENT STUDY . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . ..
3 OVERVIEW OF STANDARDS- BASED ACCOUNTABILITY UNDER NO CHILD LEFT BEHIND
4 STUDY APPROACH AND METHODS 6 SAMPLING 6 DATA COLLECTION . . . 7 SURVEY
ANALYSES 8 HOW THIS REPORT 1S ORGANIZED 8 TECHNICAL NOTES... . 8
CHAPTERTWO IMPLEMENTATION OF SBA IN CALIFORNIA 11 BACKGROUND ON
CALIFORNIA S SBA SYSTEM 11 CALIFORNIA FINDINGS FROM THE 1SBA STUDY 14
HOW DID DISRRICTS, SCHOOLS, AND TEACHERS RESPOND TO STATE ACCOUNTABILITY
EFFORTS, 1NCLUDING STATE STANDARDS AND STATE TESTS? 14 WH AT SCHOOL
1MPROVEMENT SRRATEGIES WERE USED, AND WHICH WERE PERCEIVED TO BE MOST
USEFUL?....................................................................
18 WHAT WAS THE IMPACT OF ACCOUNTABILITY ON CURRICULUM, TEACHER
PRACTICE, AND STUDENT LEARNING? 22 WHAT CONDITIONS HINDERED 1MPROVEMENT
EFFORRS? 26 V VI PAIN AND GAIN: IMPLEMENTING NO CHILD LEFT BEHIND IN
THREE STATES, 2004-2006 CHAPTER THREE IMPLEMENTATION OFSBA IN
GEORGIA....... . 31 BACKGROUND ON GEORGIA S SBA SYSTEM.. . . .31 GEORGIA
FINDINGS FROM THE ISBA STUDY .. . . . . . . . . . .33 HOW DID DISTRICTS,
SCHOOLS, AND TEACHERS RESPOND RO STATE ACCOUNTABILITY EFFORRS, INCLUDING
STATE STANDARDS AND STATE TESTS? . . .. .. . . . . .. . . . 33 WHAT
SCHOOLLMPROVEMENT STRATEGIES WERE USED AND WHICH WERE PERCEIVED RO BE
MOST USEFUL? . . . . . . ..... . . .... ... . .. .... . . . .. 37 WHAT
WAS THE IMPACT OF ACCOUNTABILITY ON CURRICULUM, TEACHER PRACTICE, AND
STUDENT LEARNING? . .. . . . . . . . . .. .. . 40 WHAT CONDITIONS
HINDERED IMPROVEMENT EFFORTS? . . 43 CHAPTER FOUR IMPLEMENTATION OF SBA
IN PENNSYLVANIA. .... ..... ... ........ . .... .... ....... ... ... ...
..47 BACKGROUND ON PENNSYLVANIA S SBA SYSTEM. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. 47 PENNSYLVANIA FINDINGS FROM THE ISBA STUDY . . . .. 48 HOW DID
DISTRICTS, SCHOOLS, AND TEACHERS RESPOND RO STATE ACCOUNTABILITY
EFFORRS, INCLUDING STATE STANDARDS AND STATE TESTS? . . .... . ... . . .
. 48 WHAT SCHOOL IMPROVEMENT STRATEGIES WERE USED, AND WHICH WERE
PERCEIVED RO BE MOST USEFUL? . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . 53 WHAT WAS THE
IMPACT OF ACCOUNTABILITY ON CURRICULUM, TEACHER PRACTICE, AND STUDENT
LEARNING? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.. . . . . . . . . . . .. .. 55 WHAT CONDITIONS HINDERED IMPROVEMENT
EFFORTS? . . . 59 66 66 68 .. ... 64 64 CHAPTER FIVE CONDUSIONS. 63
COMMON THEMES ACROSS THE THREE STATES 64 STATES, DISTRICTS, AND SCHOOLS
HAVE ADAPTED THEIR POLICIES AND PRACTICES RO SUPPORT THE IMPLEMENTATION
OFNCLB . ALIGNMENT WAS A MAJOR FOCUS OF EFFORTS RO IMPLEMENT NCLB .
EDUCARORS THINK THAT TEST RESULTS ARE A GOOD MEASURE OF STUDENT MASTERY
AND PROVIDE USEFUL INFORMATION FOR IMPROVING CURRICULUM AND INSTRUCTION
. 65 MOST EDUCARORS REPORT THAT NCLB HAS HAD A POSITIVE IMPACT ON
TEACHING AND LEARNING, ALRHOUGH CONCERNS REMAIN ABOUR POTENTIAL NEGATIVE
EFFECTS ON SOME STUDENTS . DESPITE THE CHANGES IN ALIGNMENT AND
INSTRUCTIONAL PLANNING, IR APPEARS THAT TEACHING TECHNIQUES HAVE
GENERALLY NOT CHANGED . TEACHERS ARE LESS SANGUINE THAN ADMINISTRATORS
ABOUR THE VALIDITY OFTEST SCORES AND THE IMPACT OF NCLB ON STUDENTS .. .
. .. ..67 DISTRICTS AND SCHOOLS ARE ENGAGED IN A WIDE VARIETY OF
REFORMS. . . . . . . . . . . . . . . . . . . . . . 68 THERE ARE SMALL
BUT NOTABLE DIFFERENCES IN IMPLEMENTATION BETWEEN ELEMENTARY AND MIDDLE
SCHOOLS . CONTENTS VII THERE ARE MAJOR DIFFERENCES IN IMPLEMENTATION
BETWEEN THE SUBJEETS OF MATHEMATICS AND SCIENCE . . . . . . . . . .. .
70 ADMINISTRATIVE EFFORTS WERE HINDERED BY LACK OFFUNDING AND LACK
OFTIME; INSRRUCTIONAL EFFORTS WERE HINDERED BY LACK OFTIME, LARGE AND
HETEROGENEOUS CLASSES, AND POOR STUDENT PREPARATION . ..... .. . . . . .
. . . . .. .70 TRENDS.. 71 STATE INFRASTRUCTURE FOR ACCOUNTABILITY HAS
IMPROVED.................. . 71 STATE REPORTING OFTEST RESULTS HAS
BECOME TIMELIER AND MORE COMPLETE . .. 71 THE USE OF PROGRESS TESTS IS
GROWING, AS ARE EFFORTS TO USE TEST RESULTS FAR INSTRUCTIONAL
DECISIONMAKING..... . .. . . . . . . .. . . . . .. 71 EDUCATORS ARE
GROWING MORE POSITIVE TOWARD ACCOUNTABILITY POLICIES 72 CONCERNS ABOUT
LOW MORALE CONTINUE, BUT ARE BECOMING LESS COMMON 72 DISTINCTIVE
APPROACHES BY STATES..... ..73 STATES VARIED IN THEIR CAPACITY TO
IMPLEMENT NCLB. . .. . 74 GEORGIA EDUCATORS WERE RELATIVELY MARE
POSITIVE TOWARD NCLB THAN WERE CALIFORNIA OR PENNSYLVANIA EDUCATORS . 74
LOOKING AHEAD . . . . . . . . . . . . . . . . 75 APPENDIXES A. SAMPLING
AND RESPONSE RATE TABLES 77 B. RESULTS TABLES 81 BIBLIOGRAPHY 143
|
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| spelling | Pain and gain implementing no child left behind in three states, 2004 - 2006 Brian M. Stecher ... Santa Monica, Calif. RAND Corp. 2008 XXIV, 144 S. zahlr. graph. Darst. 26 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 143-144) 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. United States No Child Left Behind Act of 2001 USA No child left behind act (DE-588)7515399-3 gnd rswk-swf Geschichte 2004-2006 gnd rswk-swf EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Educational accountability California Case studies Educational accountability Georgia Case studies Educational accountability Pennsylvania Case studies USA (DE-588)4522595-3 Fallstudiensammlung gnd-content USA No child left behind act (DE-588)7515399-3 u Geschichte 2004-2006 z DE-604 Stecher, Brian M. 1946- Sonstige (DE-588)133219577 oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017712778&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Pain and gain implementing no child left behind in three states, 2004 - 2006 United States No Child Left Behind Act of 2001 USA No child left behind act (DE-588)7515399-3 gnd EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Educational accountability California Case studies Educational accountability Georgia Case studies Educational accountability Pennsylvania Case studies |
| subject_GND | (DE-588)7515399-3 (DE-588)4522595-3 |
| title | Pain and gain implementing no child left behind in three states, 2004 - 2006 |
| title_auth | Pain and gain implementing no child left behind in three states, 2004 - 2006 |
| title_exact_search | Pain and gain implementing no child left behind in three states, 2004 - 2006 |
| title_full | Pain and gain implementing no child left behind in three states, 2004 - 2006 Brian M. Stecher ... |
| title_fullStr | Pain and gain implementing no child left behind in three states, 2004 - 2006 Brian M. Stecher ... |
| title_full_unstemmed | Pain and gain implementing no child left behind in three states, 2004 - 2006 Brian M. Stecher ... |
| title_short | Pain and gain |
| title_sort | pain and gain implementing no child left behind in three states 2004 2006 |
| title_sub | implementing no child left behind in three states, 2004 - 2006 |
| topic | United States No Child Left Behind Act of 2001 USA No child left behind act (DE-588)7515399-3 gnd EDUCATION / Educational Policy & Reform / General bisacsh SOCIAL SCIENCE / Children's Studies bisacsh Educational accountability California Case studies Educational accountability Georgia Case studies Educational accountability Pennsylvania Case studies |
| topic_facet | United States No Child Left Behind Act of 2001 USA No child left behind act EDUCATION / Educational Policy & Reform / General SOCIAL SCIENCE / Children's Studies Educational accountability California Case studies Educational accountability Georgia Case studies Educational accountability Pennsylvania Case studies USA Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017712778&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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