This quantitative study focused on educators entering the classroom as teachers both pre- NCLB and post-NCLB enactment. The specific problems explored in this study was the motivational levels and job satisfaction factors of pre-No Child Left Behind (NCLB) and post-No Child Left Behind (NCLB) public school educators; how motivation and job…

The challenge of improving the performance of public schools has been given attention from a variety of advocacy groups, researchers, government agencies, education organizations and schools. Since the reauthorization of the Elementary and Secondary Education Act in 2002, titled No Child Left Behind, the stakes for public schools are higher.…

In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S.…

Purpose: The purpose of this paper is to provide an empirical comparison of two measures of school success -- a value-added assessment system and the federally-mandated system of adequate yearly progress (AYP) -- to identify highly effective urban schools in the USA and to explore the predictive relationship between evidence-based decision-making…