ERIC Number: ED483408
Record Type: Non-Journal
Publication Date: 2004-Dec
Reference Count: 119
Corrective Action in Low-Performing Schools: Lessons for NCLB Implementation from State and District Strategies in First-Generation Accountability Systems. CSE Report 641
Mintrop, Heinrich; Trujillo, Tina
Center for Research on Evaluation Standards and Student Testing CRESST
This paper explores what lessons we can learn from the experiences of states that instituted NCLB-like accountability systems prior to 2001 (here called first-generation accountability systems). We looked at the experiences of three smaller states (Kentucky, Maryland, North Carolina), four larger ones (California, Florida, New York, Texas), and two large districts (Chicago and Philadelphia). We analyzed evaluative reports and policy documents as well as interviews with state officials and researchers. We condensed the material into seven "lessons": sanctions are not the fallback solution; no single strategy has been universally successful; staging should be handled with flexibility; a comprehensive bundle of strategies is key; relationship-building needs to complement powerful programs; competence reduces conflict; and strong state commitment is needed to create system capacity.
Descriptors: Accountability, Educational Quality, Academic Standards, Federal Legislation, School Districts, State Standards, State Government, Government Role, Program Evaluation, Elementary Secondary Education
Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.