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Cocke, Erin F.; Buckley, Jack; Scott, Marc A. – Society for Research on Educational Effectiveness, 2011
There is much debate over the impact of high stakes testing as well as a growing body of research focused on both the intended and unintended consequences of these tests. One claim of both the popular media and education researchers is that high stakes tests have led to curricular narrowing--the idea that school time is increasingly allocated to…
Descriptors: High Stakes Tests, Accountability, Context Effect, Teacher Behavior
Palmer, Deborah; Rangel, Virginia Snodgrass – Educational Policy, 2011
This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making. We focus on teachers in bilingual classrooms in an…
Descriptors: Bilingual Education, High Stakes Tests, Decision Making, Accountability
Antonovics, Kate; Black, Sandra E.; Cullen, Julie Berry; Meiselman, Akiva Yonah – National Bureau of Economic Research, 2022
Schools often track students to classes based on ability. Proponents of tracking argue it is a low-cost tool to improve learning since instruction is more effective when students are more homogeneous, while opponents argue it exacerbates initial differences in opportunities without strong evidence of efficacy. In fact, little is known about the…
Descriptors: Public Schools, Academic Ability, Track System (Education), Grade 4
Drame, Elizabeth R. – Education and Urban Society, 2010
In the current climate of high-stakes accountability created under the No Child Left Behind legislation, public schools, including charter schools, are under tremendous pressure to show consistent improvement in student achievement for all students. Students with disabilities present unique challenges to schools attempting to meet Adequate Yearly…
Descriptors: Charter Schools, Federal Legislation, Educational Improvement, Disabilities
Ozek, Umut – National Center for Analysis of Longitudinal Data in Education Research, 2012
How to incorporate mobile students, who enter schools/classrooms after the start of the school year, into educational performance evaluations remains to be a challenge. As mandated by the No Child Left Behind Act of 2001 (NCLB), all states currently require that a school is accountable only if the student has been enrolled in the school for a full…
Descriptors: Student Mobility, Accountability, Eligibility, Enrollment