In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students…

This study investigated public school principals' reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals' reported changes in levels…

This article examines the intersection of race, socioeconomic status (SES), and charter type/admission practices in Louisiana charter schools. This study used publicly available Department of Education data to compile the sample of charter school demographic information. A one-way Multiple Analysis of Variance (MANOVA) was conducted using race and…

The purpose of this study was to determine if attending a four-year-old preschool program had an impact on the academic achievement of elementary age students. With limited funding and the demands of No Child Left Behind legislation, schools are constantly evaluating the effectiveness and cost of ongoing programming. In addition, educational…

No Child Left Behind (2001) and Individuals with Disabilities Education Act (2004) has put pressure on all teachers to develop proficient readers. In order to do just this, develop proficient readers, teachers must understand the effects that reading attitude has on reading achievement for all students. Research states that individuals with a…

In 2002, President George W. Bush signed the No Child Left Behind Act (NCLB), which added accountability to President Lyndon Johnson's original Title I legislation of 1964. Specifically, it required that all children in Grades 3-8, by school year 2014, regardless of socioeconomic status, perform at or above grade level requirements in mathematics…

Many school districts are facing stagnant or reduced funding (input) concurrent with demands for improved student achievement (output). In other words, there is pressure for all schools, even those schools with student populations of low socioeconomic status, to improve academic results (accountability for output) without a directly proportionate…

The focus of this study was to analyze a benchmark formative assessment (4Sight) that predicts how students will perform on the annual Pennsylvania, USA exam that is given in grades three through eight inclusive and 11. Correlation analysis reported a significant positive linear relationship between students' performance in the Pennsylvania System…

As accountability reform intensifies, urban school districts strive to meet No Child Left Behind mandates to avoid severe penalties. This study investigated the resurgence of homogeneous grouping methods as a means to increase reading achievement and meet English Language Arts Adequate Yearly Progress requirements. Specifically, this study…

Parent involvement in education has long been viewed as a pathway to increased student achievement. Although much research exists with regard to this topic, little examines this relationship specifically for students with disabilities in grades 1-5 despite being required by both the No Child Left Behind Act (NCLB) and the Individuals with…

The purpose of this study was to determine the effect of participation in School-Wide Positive Behavior Support on the number of office discipline referrals written and the financial impact it had on the allocation of funds in both high and low socioeconomic status schools in the selected school district. The top 10 percent of elementary schools…

Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a…

Drawing on national and state assessment datasets in reading and math, this study tested "external" versus "internal" standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the…

The federal No Child Left Behind Act requires all students, regardless of gender, race, or socioeconomic status, to be proficient in reading by the year 2014. Although progress has been made, discrepancies in reading achievement remain. Accordingly, the purpose of this study was to investigate the effectiveness of two instructional strategies…

This qualitative study examined the actions of district and school leaders in changing from a traditional age-based grade-level structure to a standards-based student grouping model in a Western school district. Based on interview, observation, and artifact data collected over 5 years, the findings identify specific leadership actions that…