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Dever, Martha T.; Carlston, Gary – Journal of Educational Research & Policy Studies, 2009
No Child left Behind (NCLB), now being considered for reauthorization, may be one of the most significant education policies ever enacted by the federal government. The purpose of this inquiry was to understand the lived experiences of K-3 teachers since NCLB was signed into law in 2002. The data source was focus group interviews with 39 K-3…
Descriptors: Federal Legislation, Focus Groups, Academic Achievement, Accountability
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Trujillo, Tina M. – Educational Policy, 2013
This case study of an urban school board's experiences under high-stakes accountability demonstrates how the district leaders eschewed democratic governance processes in favor of autocratic behaviors. They possessed narrowly defined goals for teaching and learning that emphasized competitive, individualized means of achievement. Their decision…
Descriptors: Urban Schools, Boards of Education, High Stakes Tests, Accountability
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Lintner, Timothy; Schweder, Windy – Journal of Social Studies Research, 2008
All students must have access to the general education curriculum (Individuals with Disabilities Education Improvement Act, 2004; No Child Left Behind Act, 2001). Current literature provides best practices in social studies instruction for middle and high school students with disabilities in general education settings. However, there is a paucity…
Descriptors: General Education, Federal Legislation, Disabilities, Special Education Teachers
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Grant, S. G. – Social Education, 2007
Although largely left out of the No Child Left Behind legislation, social studies remains a frequently tested subject on state-level standardized exams. As of 2004, 23 states conducted standards-based social studies tests, 10 of which could be considered high stakes. Where social studies will fit into the national testing picture is uncertain, but…
Descriptors: Federal Legislation, Testing, High Stakes Tests, Social Studies
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Harper, Candace A.; de Jong, Ester J.; Platt, Elizabeth J. – Language Policy, 2008
"No Child Left Behind" (NCLB, 2001) fails to recognize English as a second language (ESL) as a specialized academic discipline in which teachers should be "highly qualified." In this paper we examine the impact of this policy failure on the practice of teachers of K-12 English language learners (ELLs), particularly in the…
Descriptors: Elementary Secondary Education, State Legislation, Federal Legislation, Second Language Learning