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Mitani, Hajime – Teachers College Record, 2019
Background/Context: The No Child Left Behind (NCLB) Act was a performance-based accountability policy designed to motivate educators and administrators to change their behaviors and improve school and student outcomes. The simple logic behind this accountability policy was that they would change their behaviors to avoid sanctions. Many studies…
Descriptors: Principals, Labor Turnover, Educational Legislation, Federal Legislation
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Ruff, Ryan Richard – Education Policy Analysis Archives, 2019
Following the 1983 "A Nation at Risk" report and culminating in No Child Left Behind (NCLB), states designed and implemented accountability policies to evaluate student achievement. External assessments of these policies identified substantial variability in the level of stakes associated with each system. This paper presents a…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Educational Policy
Hess, Frederick M.; McShane, Michael Q. – Phi Delta Kappan, 2019
Drawing upon their new edited volume of essays looking back on the school reforms of the Bush and Obama years, the authors explain just how few of those reforms went according to plan. Some of the unexpected outcomes were positive, they note, pointing to the improvement of school data systems and the bipartisan compromise that put an end to No…
Descriptors: Educational Change, Politics of Education, Public Opinion, Common Core State Standards
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Docheff, Dennis M.; Wright, Carly; Chase, Rachael – Strategies: A Journal for Physical and Sport Educators, 2019
SPEAK Out! Day is an annual event in which SHAPE America members converge in Washington, D.C. to meet with representatives and senators to discuss issues related to quality health and physical education. The purpose of this article is to describe SPEAK Out! Day and address a few of its practices and outcomes, as well as the enjoyment and benefits…
Descriptors: Physical Education, Educational Quality, Health Education, Federal Legislation
Effrem, Karen; Robbins, Jane – Pioneer Institute for Public Policy Research, 2019
This paper analyzes the history, current practice, and dangers associated with Social-Emotional Learning (SEL). With roots in American progressive education and particularly in the movements for Outcome-Based Education and Self-Esteem, SEL is now pushed onto state and local education systems by the federal government and even international…
Descriptors: Social Development, Emotional Development, Elementary Secondary Education, Student Characteristics
Pak, Katie; Desimone, Laura M. – Phi Delta Kappan, 2019
Under both No Child Left Behind and the Every Student Succeeds Act, school leaders have been mandated to employ data-driven decision-making (DDDM) to diagnose student needs, implement targeted supports, and design school improvements. However, district administrators tasked with developing principals' DDDM capacity face a tough road. The authors…
Descriptors: Principals, Decision Making, Capacity Building, Evidence Based Practice
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VanGronigen, Bryan A.; Meyers, Coby V. – Educational Policy, 2019
School turnaround--the rapid improvement of student achievement in low-performing schools--is increasingly a major topic of interest in K-12 public education. Federal legislation has left varying degrees of school improvement-related responsibilities up to states, and policy makers have divergent views about how to realize turnaround. We…
Descriptors: State Departments of Education, School Turnaround, Program Implementation, Educational Policy
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Farley, Amy N.; Clayton, Grant; Kaka, Sarah J. – Education Policy Analysis Archives, 2018
In this written commentary for the special issue of "Education Policy Analysis Archives" focused on "Redesigning Assessment and Accountability," we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a variety of sources, beyond…
Descriptors: Accountability, Preservice Teachers, Teacher Effectiveness, Educational Change
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Bae, Soung – Education Policy Analysis Archives, 2018
The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and…
Descriptors: Accountability, Educational Policy, State Policy, Measurement
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Hustedt, Jason T.; Buell, Martha J.; Hallam, Rena A.; Pinder, Wendy M. – Journal of Research in Childhood Education, 2018
Kindergarten has become increasingly academically oriented, and U.S. kindergarten teachers are increasingly called upon to implement policies that require assessment and promote accountability. However, little recent research has focused on kindergarten teachers' beliefs about kindergarten readiness. The authors examined teachers' beliefs related…
Descriptors: Kindergarten, Preschool Teachers, Beliefs, School Readiness
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Holloway, Jessica; Brass, Jory – Journal of Education Policy, 2018
This article draws from Stephen Ball's work on markets, managerialism, and performativity to frame a comparative study that examines the reconstitution of the teacher-subject across a pivotal decade in which neoliberal standards and accountability reforms effected significant changes in US education. It juxtaposes two qualitative studies conducted…
Descriptors: Beginning Teachers, English Teachers, Accountability, Comparative Analysis
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Sindelar, Paul T.; Pua, Daisy J.; Fisher, Tiffany; Peyton, David J.; Brownell, Mary T.; Mason-Williams, Loretta – Rural Special Education Quarterly, 2018
In this commentary, we revisit "NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools," an article we published in this journal in 2005. We consider the predictions we made then about the impact of the Highly Qualified Teacher mandate on special education teacher (SET) shortages in rural states and…
Descriptors: Teacher Supply and Demand, Rural Schools, Special Education Teachers, Teacher Qualifications
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Brownell, Mary T.; Bishop, Anne M.; Sindelar, Paul T. – Rural Special Education Quarterly, 2018
Teacher shortages in special education have been a source of long-standing concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers.…
Descriptors: Rural Education, Special Education Teachers, Teacher Qualifications, Teacher Shortage
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Horn, Ilana Seidel – Urban Education, 2018
Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators' instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a "best case" because they worked diligently to comply…
Descriptors: Accountability, Instructional Design, Middle School Teachers, Mathematics Teachers
Rasmussen, Deborah June – ProQuest LLC, 2018
America spends $115,000 per-pupil on education, one of the highest in the world. Even with high funding being provided for the educational budget, standardized state assessment scores are not reflecting the aim for higher quality of education that NCLB is trying to accomplish. Teachers use an assortment of assessments to gauge student's mastery…
Descriptors: Correlation, Elementary School Students, Grade 4, State Aid
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