Accountability policy implementation and the case of smaller school district capacity: Three contrasting cases that examine the flow and use of NCLB accountability data.

Autor/in	Miller, Christopher L.
Titel	Accountability policy implementation and the case of smaller school district capacity: Three contrasting cases that examine the flow and use of NCLB accountability data.
Quelle	In: Leadership and policy in schools, 9 (2010) 4, S. 384-420Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1570-0763; 1744-5043
DOI	10.1080/15700760903342350
Schlagwörter	Empirische Untersuchung; Evaluation; Bildungspolitik; Nordamerika; Schule; Schulverwaltung; Theorie; Evaluation; USA; Bildungsmanagement; Bildungspolitik; Praxisbezug; Leistungsbeurteilung; Schule; Schulverwaltung; Leistungsbeurteilung; Bildungsprogramm; Rechtsgrundlage; Fallbeispiel; Praxisbezug; Theorie; Nordamerika; USA
Abstract	The No Child Left Behind Act increases pressure on schools and districts to use standardized state test data. Seeking to learn about the process of turning accountability data into actionable information, this paper presents findings from three case studies of small to medium sized school districts. The study examines the flow of state science test data through the district central offices to schools and teachers, revealing how the data is used and how districts are adapting to increased pressures for data use. The findings show the importance of district central office capacity and the degree of centralization of curriculum management. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/4