Are NCLB's Measures, Incentives, and Improvement Strategies the Right Ones for the Nation's Low-Performing High Schools?

Autor/inn/en	Balfanz, Robert; Legters, Nettie; West, Thomas C.; Weber, Lisa M.
Titel	Are NCLB's Measures, Incentives, and Improvement Strategies the Right Ones for the Nation's Low-Performing High Schools?
Quelle	In: American Educational Research Journal, 44 (2007) 3, S.559-593 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207306768
Schlagwörter	High Schools; Federal Legislation; Educational Improvement; Low Achievement; Incentives; Evaluation Methods; Educational Indicators; Institutional Characteristics; Predictor Variables; Program Effectiveness + Suchen Sie Ihr Suchwort? High school; Oberschule; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Unterdurchschnittliche Leistung; Anreiz; Educational indicato; Bildungsindikator; Prädiktor
Abstract	This article examines the extent to which adequate yearly progress (AYP) is a valid and reliable indicator of improvement in low-performing high schools. For a random subsample of 202 high schools, the authors investigate the school characteristics and the federal and state policy contexts that influence their AYP status. Logistic regression models reveal that the strongest predictors of AYP status in low-performing high schools are the number of student subgroups for which schools are accountable and their No Child Left Behind improvement status. Analysis of state report card data further paints a confusing landscape in which improving low-performing high schools are sanctioned whereas similar schools showing less improvement are not. (Contains 1 figure, 12 tables, and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10