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ERIC Number: ED506120
Record Type: Non-Journal
Publication Date: 2009-Jul
Pages: 22
Abstractor: ERIC
Reference Count: 12
Lessons from the Classroom Level: Federal and State Accountability in Washington State
Srikantaiah, Deepa; Moilanen, Carolyn; Swayhoover, Lisa
Center on Education Policy
In spring 2009, the Center on Education Policy (CEP) continued its research on the impact of test-based federal and state accountability policies by conducting case studies of six high schools in six different districts within Washington State. The purpose was to learn more about the curricular and instructional changes that administrators and teachers have made to raise student achievement and respond to the No Child Left Behind Act (NCLB) and related state accountability requirements. A part of this research examined the impact of the Washington Assessment of Student Learning (WASL), which is used as both the high school test for NCLB and the state high school exit exam. The schools studied used a variety of instructional practices and included a mix of urban, suburban, and rural schools with diverse demographics. This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Washington. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; George Gund Foundation; Phi Delta Kappa International
Authoring Institution: Center on Education Policy
Identifiers - Location: Washington
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Washington Assessment of Student Learning