This study was designed to determine whether the alignment of state and local priorities was a predictor of improving results, specifically the reduction in the percentage of inexperienced principals and percentages of low-performing schools and the increase in graduation rates. The population of this study included 115 North Carolina school…

The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment…

The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment…

The recent policy focus on the turnaround of persistently low-achieving schools has generated considerable debate about the reforms needed to dramatically and quickly increase school performance. The purpose of this article is not to focus on specific turnaround interventions, but rather on the identification of schools slated to receive these…

Federal legislation and educational programs such as "No Child Left Behind" (2001) and "Race to the Top" (2009) identify school leaders as one of the major catalysts to improving academic achievement. Increasing accountability demands call for replacement of the principal when adequate gains in student achievement are not met,…

This study investigates the possibilities of estimating value added as a performance indicator in senior secondary vocational education. Value added is interesting in this context because it is considered as a reliable tool for comparing the effectiveness of educational institutions. Although value added indicators have been developed since the…

This study explores the ways that state high school testing policies shape college opportunity among students attending 15 high schools in five states. The authors use multiple descriptive case studies to explore how testing policies influence key predictors of college enrollment (e.g., high school graduation, academic preparation, knowledge, and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…