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Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School
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Stern, Rebecca – Leadership and Policy in Schools, 2016
This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks…
Descriptors: Middle School Teachers, Teacher Attitudes, Teacher Response, Educational Legislation
Accountability Policy Implementation and the Case of Smaller School District Capacity: Three Contrasting Cases that Examine the Flow and Use of NCLB Accountability Data
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Miller, Christopher L. – Leadership and Policy in Schools, 2010
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…
Descriptors: Federal Legislation, Science Tests, Accountability, Data