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Edman, Ellie Whitner – ProQuest LLC, 2012
The advent of No Child Left Behind led to increased teacher accountability for student performance and placed strict sanctions in place for failure to meet a certain level of performance each year. With instructional time at a premium, it is imperative that educators have brief academic assessments that accurately predict performance on…
Descriptors: Writing (Composition), Accuracy, Writing Tests, Writing Evaluation
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Lee, Jaekyung – Journal of Education Policy, 2010
This study tracks American states' policy choices under the No Child Left Behind Act and explores their consequences for student achievement. Using the path analysis of relationships among state-level policy input, context, and outcome variables, the study portrays a Halloween-like "trick-or-treating" game between the federal and state…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Academic Achievement
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Burke, Mack D.; Crowder, William; Hagan-Burke, Shanna; Zou, Yuanyuan – Remedial and Special Education, 2009
Federal mandates such as No Child Left Behind and the Individuals With Disabilities Education Improvement Act of 2004 are prompting elementary schools to carefully monitor early literacy outcomes. The shift toward monitoring early literacy outcomes requires the identification of valid sublexical fluency measures. In the current study, sublexical…
Descriptors: Reading Fluency, Federal Legislation, Phonological Awareness, Disabilities
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Slone, Mary Beth; Hancock, Mary D. – Mid-Western Educational Researcher, 2008
The present study investigates, through path analytic techniques, the influence of teacher efficacy on the career indecision of pre-service teachers. The sample consists of 305 students enrolled in Teacher Education programs at two southeastern universities. Results indicate that general teacher efficacy and career self-efficacy have significant…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Teacher Education Programs, Self Efficacy