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ERIC Number: ED523369
Record Type: Non-Journal
Publication Date: 2010
Pages: 124
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0983-2
Prevalence of Assessment, Curriculum and Staff Development Specialists in Small School Districts of Minnesota
Cary, Michael
ProQuest LLC, D.Ed. Dissertation, University of Minnesota
Legislative mandates for improving student achievement under the No Child Left Behind Act have increased the need for student assessment, curriculum development and staff development in public schools. In order to meet these demands, schools must have the capacity necessary for improvement. Minnesota's small districts and their schools face resource inequities due to higher per-pupil costs for programs due to economies of scale and a linear funding system that assumes equal cost per student. These inequities result in differential access to assessment, curriculum development and staff development specialists based upon the size of school districts within Minnesota. Identification of these differences may serve as a foundation upon which to discern the impacts, if any, upon district ability to meet federal expectations for student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001