How Educators in Three States Are Responding to Standards-Based Accountability under No Child Left Behind. Research Brief

Autor/inn/en	Hamilton, Laura S.; Stecher, Brian M.; Marsh, Julie A.; McCombs, Jennifer Sloan; Robyn, Abby; Russell, Jennifer; Naftel, Scott; Barney, Heather
Institution	Rand Corp., Santa Monica, CA.
Titel	How Educators in Three States Are Responding to Standards-Based Accountability under No Child Left Behind. Research Brief
Quelle	(2007), (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Teaching Methods; Researchers; Educational Change; Superintendents; Accountability; Educational Legislation; Academic Standards; State Standards; Surveys; Interviews; Administrators; Teachers; Principals; Educational Administration; School Districts; Educational Improvement; Data Collection; Research Utilization; Decision Making; Curriculum Development; Low Achievement; Faculty Development; Evaluation Methods; California; Georgia; Pennsylvania + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching method; Lehrmethode; Unterrichtsmethode; Researcher; Forscher; Bildungsreform; Schulrat; Verantwortung; Bildungsrecht; Schulgesetz; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Bildungsverwaltung; Schuladministration; Schulverwaltung; School district; Schulbezirk; Teaching improvement; Unterrichtsentwicklung; Data capture; Datensammlung; Forschungsumsetzung; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Unterdurchschnittliche Leistung; Kalifornien
Abstract	In 2002, the RAND Corporation launched a project to understand how educators are responding to the new accountability requirements in California, Georgia, and Pennsylvania--three states that represent a range of approaches, regions, and student populations. The researchers aimed to identify the factors that enhance the implementation of SBA systems, encourage positive changes in teaching practices, and improve student achievement. Through surveys, interviews, and visits to schools in these three states, they found that NCLB is affecting the work of superintendents, principals, and teachers both positively and negatively. Although the three states developed different accountability systems, school and district administrators are engaged in similar school improvement activities. The key findings, summarized in this brief, were: (1) Most superintendents considered three improvement strategies most important: using data for decision making, aligning curriculum with state standards, and focusing on low-performing students; (2) Teachers changed their instruction in both desirable and undesirable ways; (3) Most educators felt challenged by insufficient alignment among state standards, curriculum, and tests; and (4) The researchers recommend improving alignment among standards, tests, and curriculum; providing educators with professional development assistance; and exploring ways to measure performance more accurately. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10