scholarly journals Incentives and Responses under No Child Left Behind: Credible Threats and the Role of Competition

2011 ◽  
Author(s):  
Rajashri Chakrabarti
Keyword(s):  
No Child Left Behind ◽  
Left Behind

scholarly journals Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

2004 ◽  
Vol 12 ◽  
pp. 64 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
No Child Left Behind ◽  
Achievement Gap ◽  
Instructional Practices ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Linear Modeling ◽  
Student Background ◽  
Left Behind ◽  
Nationally Representative

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

scholarly journals Accountability as a Design for Teacher Learning: Sensemaking About Mathematics and Equity in the NCLB Era

2016 ◽  
Vol 53 (3) ◽  
pp. 382-408 ◽  
Author(s):  
Ilana Seidel Horn
Keyword(s):  
No Child Left Behind ◽  
Teacher Learning ◽  
Educational Inequality ◽  
Unintended Consequences ◽  
Learning Design ◽  
Left Behind ◽  
Accountability Policy ◽  
Urban Educators ◽  
Design Perspective

Using a learning design perspective on No Child Left Behind (NCLB), I examine how accountability policy shaped urban educators’ instructional sensemaking. Focusing on the role of policy-rooted classifications, I examine conversations from a middle school mathematics teacher team as a “best case” because they worked diligently to comply with the NCLB. Using discourse analysis, I identify instances of torque in their conversations: when educators’ compliance with accountability logics pulled them away from humanistic goals of education in ways that stood to exacerbate existing educational inequality. This article contributes to documentation on unintended consequences of accountability policies while identifying features that contribute to torque.

scholarly journals State-level autonomy in the era of accountability: A comparative analysis of Virginia and Nebraska education policy through No Child Left Behind

2019 ◽  
Vol 27 ◽  
pp. 6 ◽  
Author(s):  
Ryan Richard Ruff
Keyword(s):  
No Child Left Behind ◽  
Comparative Analysis ◽  
Policy Process ◽  
Political Identity ◽  
State Level ◽  
Executive Branch ◽  
Assessment Model ◽  
Left Behind ◽  
Accountability Policy

Following the 1983 A Nation at Risk report and culminating in No Child Left Behind (NCLB), states designed and implemented accountability policies to evaluate student achievement. External assessments of these policies identified substantial variability in the level of stakes associated with each system. This paper presents a comparative analysis of accountability policy prior to and during implementation of NCLB. Using the Virginia Standards of Learning and the Nebraska School-based Teacher-led Assessment and Reporting System, it explores the role of the historical and political context in shaping assessment policy through the lenses of the processes, conditions, and consequences of the policy process. It concludes that the influence of Nebraskan historical culture embedded the role of local action in the design and interpretation of accountability policy, which when combined with the collaborative efforts of the board of education, legislature, and executive branch, resulted in an atypical assessment model involving actors across the policy process. The Virginia experience was characterized by a strong political identity of centralization, yielding a top-down accountability system that constrained resources and opportunities for transforming policy at local levels. Findings demonstrate how comparable policy intentions for accountability are transformed due to existing state-level conditions and local policy culture.

Policy Images of Teachers: How Influential Actors Construct Images of Teachers

2017 ◽  
Vol 119 (4) ◽  
pp. 1-34 ◽  
Author(s):  
Katrina E. Bulkley ◽  
Jessica Gottlieb
Keyword(s):  
No Child Left Behind ◽  
Large Scale ◽  
Common Ground ◽  
Policy Design ◽  
Research Question ◽  
Left Behind ◽  
Socially Constructed ◽  
Background Context ◽  
Teacher Policy

Background/Context Prior research demonstrates that the policy images of critical target populations, which reflect the ways in which they are socially constructed in the political sphere, have important implications for policy prescriptions and design (Cochran-Smith & Fries, 2001; Jansen, 2001; Schneider & Ingram, 1993). In examining the policy images of teachers that have emerged in the 10 years since the passage of No Child Left Behind, we build on Cochran-Smith and Lytle's (2006) work on the policy images of teachers and teaching explicit or implicit in NCLB. Purpose/Objective/Research Question/Focus of Study Our goal in this paper is to use the idea of policy images to aid efforts to tease out the subtle distinctions in how people talk and write about specific constructions of teachers and the links between those distinctions and large-scale policy designs. Population/Participants/Subjects We conducted a survey of experts on national educational politics and policy with the intention of eliciting names of influential individuals and organizations. We then gathered qualitative data through interviews and documents for the 23 organizations and individuals identified by the survey as perceived as influential in educational policy discussions. Research Design Qualitative study. Findings/Results Our analysis showed that the various policy images presented by our respondents and organizations could be broadly classified into three archetypal policy images: “Profession of Teaching Struggling Against Difficult Circumstances” (Teachers as Professionals); “Individual Great Teachers can Overcome All Obstacles” (Great Teachers); and “Dysfunctional Structures of Teaching Trump Teacher Quality” (Systemic Dysfunction). Our analysis demonstrates the presence of three notable patterns around teacher policy images, but also the subtleties both within and across these archetypal images. Conclusions/Recommendations Taken together, the three archetypes identified in our analysis enable us to better understand the common ground and differences between the images presented by influential actors, as well as the accompanying policy prescriptions and problem definitions. Our work also provides a model for better understanding the role of policy images in the policy landscape and issues of policy design.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
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