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Diera, Claudia – Journal for Critical Education Policy Studies, 2016
Public schools failing to meet accountability standards have been shut down, taken over by charter organizations, or undergone reconstitution. This article challenges deficit views of students as passive and complacent in a schooling context dictated by accountability sanctions. Drawing from counterpublic theory, it describes a case study that…
Descriptors: Democratic Values, Student Attitudes, Accountability, Urban Schools
Giple, Patrick Pepan, Sr. – ProQuest LLC, 2013
Since its implementation in 2002, NCLB, through its expectations and sanctions, has created a state of urgency among school leaders and instructional staff in most urban public high schools. While there is significant literature on urban school reform promoting the academic performance of urban high school students, the perspectives of…
Descriptors: Case Studies, Urban Schools, Public Schools, High School Students
Keller, Cara M. – ProQuest LLC, 2012
The purpose of this qualitative evaluative case study was to gain insight into how students perceived the efficacy of using games to address their science literacy concerns. Scientists in the United States are concerned with the lack of science literacy. The No Child Left Behind Act of 2001 requires proficiency in reading, mathematics, language…
Descriptors: Student Attitudes, Scientific Literacy, Science Instruction, Qualitative Research
Jones, Eric L. – ProQuest LLC, 2011
High schools in the United States are facing increased scrutiny to increase the number of students graduating with a diploma in four years. This pressure comes from many sources. First, the No Child Left Behind Act instituted graduation as a measure of a high school's success at the federal level. States soon followed by increasing accountability…
Descriptors: Educational Environment, Computers, Accountability, Student Attitudes
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Heilig, Julian Vasquez – Teachers College Record, 2011
Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…
Descriptors: Educational Policy, Minimum Competency Testing, High Stakes Tests, Grade Repetition