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Markowitz, Anna J. – American Educational Research Journal, 2018
After the adoption of No Child Left Behind (NCLB), a host of anecdotal evidence suggested that NCLB diminished students' school engagement--a multidimensional construct that describes students' active involvement and commitment to school and encompasses students' thoughts, behaviors, and feelings about school. Using data from repeated…
Descriptors: Learner Engagement, Accountability, Educational Legislation, Federal Legislation
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Trujillo, Tina M.; Woulfin, Sarah L. – American Educational Research Journal, 2014
Intermediary organizations increasingly provide support for schools serving marginalized students. Some attribute this trend to growing ideological support for market-based strategies to further the public good. This article investigates one intermediary that marketed equity-oriented instructional goals for schools serving high numbers of students…
Descriptors: Standards, Educational Change, Accountability, Teaching Methods
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Plank, Stephen B.; Condliffe, Barbara Falk – American Educational Research Journal, 2013
High-stakes tests are the most heavily weighted measures in accountability systems developed in response to No Child Left Behind. While some studies show high-stakes accountability being related to test score gains, others suggest these policies do not improve achievement and often result in unintended consequences. To understand mechanisms…
Descriptors: High Stakes Tests, Accountability, Educational Quality, Federal Legislation
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Strunk, Katharine O.; McEachin, Andrew – American Educational Research Journal, 2011
The authors examine how the collective bargaining agreement (CBA) negotiated between teachers' unions and districts is associated with schools' and districts' performance under accountability pressures in California. They find that CBA restrictiveness is associated with the increased likelihood that districts will be in Program Improvement (PI)…
Descriptors: Collective Bargaining, Teaching (Occupation), Unions, School Districts
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Brown, Abigail B.; Clift, Jack W. – American Educational Research Journal, 2010
The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act's requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics…
Descriptors: Public Schools, Middle Schools, Federal Legislation, Educational Improvement
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Cawthon, Stephanie W. – American Educational Research Journal, 2007
No Child Left Behind (NCLB) creates a high-stakes environment by holding schools accountable for how all students perform on state assessments, including students with disabilities and students who are English Language Learners. The focus of this article is on the impact of NCLB on students who are deaf or hard of hearing (SDHH). The SDHH have…
Descriptors: Federal Legislation, Educational Policy, Partial Hearing, Deafness
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Hursh, David – American Educational Research Journal, 2007
No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from politicians and public figures. This support, the author suggests, has been achieved by situating education within neoliberal policies that argue that such reforms are necessary within an…
Descriptors: Federal Legislation, Academic Achievement, High Stakes Tests, Educational Change
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Booher-Jennings, Jennifer – American Educational Research Journal, 2005
This article uses two dominant traditions in the organizational study of schools--the neoinstitutional and faculty workplace approaches--to explain an urban elementary school's response to the Texas Accountability System. The findings indicate that teachers, guided by an institutional logic, sought to create the appearance of test score…
Descriptors: Accountability, Educational Environment, Decision Making, Educational Change
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Herr, Kathryn; Arms, Emily – American Educational Research Journal, 2004
This ethnographic study documents how accountability measures skewed the implementation of gender equity reform at one California public middle school serving low-income students of color. In creating single-sex classes throughout the school, the Single Sex Academy (SSA) became the largest public experiment with single-sex schooling in the…
Descriptors: Federal Legislation, Standardized Tests, Single Sex Schools, Sex Fairness