NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED478979
Record Type: Non-Journal
Publication Date: 2003-Apr-21
Pages: 44
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Initial Response to the Accountability Requirements in the No Child Left Behind Act: A Case Study of Virginia and Georgia.
Kim, Jimmy
This study had two broad goals: to discuss state politics and accountability policies in Virginia and Georgia before the No Child Left Behind (NCLB) Act and to analyze the civil rights implications of NCLB's accountability requirements for future policy decisions. Part 1 describes previous policies and governance arrangements and how these factors affect state capacity to meet NCLB's accountability requirements. This description is based on state policy documents, newspaper articles, and interviews with state officials to provide a short narrative history of Virginia and Georgia efforts to construct an accountability system in the 1990s. Part 2 analyzes the implications of NCLBs accountability requirements for state policy decisions, especially with respect to establishing adequate yearly progress (AYP) starting points and improvement goals. In response to NCLB. Both states adopted the 12-year timeline for having all students become proficient on the state assessment. As a result, both Virginia and Georgia set initial pass rates and AYP targets for bringing all students to the proficient level. The study used achievement results from state tests and the National Assessment of Educational Progress (NAEP) to compare proficient levels on state assessments in Virginia and Georgia with the NAEP performance standards in grade 8 mathematics. Findings show that proficient performance on both state tests corresponds to the "basic" level of performance on the NAEP for all major subgroups. Although it may be reasonable for states to improve the percentage of students meeting the NAEP basic level on an annual basis, the report highlights several assumptions that would have to be met in order to reach these goals. The study also discusses the civil rights implications of the racial subgroup rules, which may disadvantage racially diverse schools unfairly. The initial response of these two states suggests that the implementation of NCLB prescriptive accountability requirements will depend on the cohesiveness of state accountability policies before the enactment of NCLB and coordinated policy making between the State Board of Education, the Sate Education Agency, and state political leaders. (Contains 4 tables, 5 figures, and 32 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia; Virginia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001