The impact of no child left behind nclb on school achievement and accountability. Spurred by the No Child Left Behind Act of , virtually every educational reform program now includes an accountability component that requires sound data collection and reporting NCLB, , section States have the ability to statistically manipulate their AYP implementation, which may give a false impression to the public that AYP is a consistent measure of school effectiveness across the country. One of the most important parts of the NCLB reform is the set of accountability standards for schools, school districts, and states because it is the mechanism in which the framers of NCLB believe that school improvement will occur on a national level. This study examines a portion of the NCLB accountability system in order to measure the impact that the legislation is having on school reform efforts. It further addresses the problem of consistency with the implementation of AYP in different states by comparing the impact that the reform is having on a sample of four states, 1 California, 2 Michigan, 3 North Carolina, and 4 Texas in relationship to the and National Assessment of Educational Progress NAEP in reading and mathematics.
Greer Frances Fischer , Fordham University. School reform and leadership are important components of American's educational system. However, reform initiatives do not always coincide with National mandates for school districts. School leaders today are obligated by law to fulfill the mandates under the No Child Left Behind Act, but research indicates that the accountability system of No Child Left Behind does not explicitly incorporate, or hold districts accountable for the skills needed for the 21st century. This study explores the perceptions of eight New York State superintendents on defining and implementing 21st century skills while simultaneously fulfilling the requirements of No Child Left Behind. For the purposes of this study, superintendents were selected from three different No Child Left Behind accountability designations as reported by the New York State Department of Education. The three categories are: Group 1 - Districts with at least one school that is currently identified as being in need of improvement; Group 2 - Districts that previously had at least one school identified as needing improvement but have subsequently been removed from the list; and Group 3 - Districts that have never had a school listed as in need of improvement.
Meredith Furrow , Liberty University Follow. Doctoral Dissertations and Projects. A special focus was placed on the progression of reading scores of the fifth grade students to their eighth grade school year of Since the Standards of Learning reading scores given in the spring of initiated the school improvement process for this school, the focus of this research was based on documenting these scores along with the school improvement process that incurred as a result.
Carmen George , Andrews University. This study also examined the extent to which years of teaching experience and class size influence differences in reported levels of burnout. Method: Teacher perception of the NCLB Act and how it contributes to teacher burnout in this study was examined by utilizing two instruments. First was the MBI-ES instrument which captures a three-dimensional profile of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment. Second, the No Child Left Behind survey focused on four components of the NCLB that may contribute to burnout: Teachers' perception of standardized testing, pressure felt by teachers to improve test scores, standardized test effect on instructional practices, and teachers' opinions of NCLB and its adequate yearly progress.