High stakes accountability. Implications for resources and capacity.

Sonst. Personen	Rice, Jennifer King (Hrsg.); Roellke, Christopher (Hrsg.)
Titel	High stakes accountability. Implications for resources and capacity.
Quelle	Charlotte, NC: Information Age Publ. (2009), XII, 261 S.Verfügbarkeit
Reihe	Research in education fiscal policy and practice
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-59311-690-X; 978-1-59311-690-3
Schlagwörter	Bildung; Evaluation; Bildungsstandards; Bildungspolitik; Bildungsreform; Schulreform; Förderungsmaßnahme; Schule; Schulentwicklung; Lehrerbedarf; Lehrer; Schulleistung; Schülerleistung; Curriculum; Region; Steuerung; Verantwortung; Bundesstaat; Föderalismus; Gesetz; Angebot; Arbeitsbedingungen; Finanzierung; Professionalisierung; Qualifikation; Einflussfaktor; Entwicklung; Implementierung; USA
Abstract	In this third volume of Research in Education Fiscal Policy and Practice, the editors have assembled a diversity of research studies focused on the current policy environment of high stakes accountability and how this context has impacted educators and students at multiple levels of the system. This effort to leverage student performance through high stakes reform has accelerated and intensified considerably since the 2002 reauthorization of the federal Elementary and Secondary Education Act, commonly referred to as No Child Left Behind (NCLB).In order for high stakes accountability reforms to realize their stated aims, targeted schools must have or acquire the resources and capacity to meet prescribed performance standards, yet little systematic research has been assembled to document the implications of high stakes accountability systems on the resources and capacity of schools and school systems. ... The first [section] provides a framework for assessing the impact of high stakes accountability policy on school capacity and also addresses implementation challenges at both state and local levels. The second section focuses on the impact of federal and state policymaking on teacher staffing and workplace conditions. The final section includes three chapters that provide a range of critiques on federal policymaking, including legal challenges to NCLB. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/2