Students designated as English learners (ELs) make up a substantial and growing portion of the K-12 population in the U.S., so all teachers should expect, at some point, to be teachers of language learners and will need to address the complexities of managing a multilingual classroom. This management is considered classroom-level educational…

Since the passage of early federal K-12 school legislation such as the Elementary and Secondary Education Act in 1965 and its many evolutionary successors including the No Child Left Behind Act (2002) and the Every Student Succeeds Act (2015) there has been increased scrutiny on low-performing schools and particularly their leaders. These…

The work of school principals is complex; however, little research has examined how they navigate this complexity outside of traditional settings and times. This specific line of inquiry is important, because principals' time allocation is related to various desirable student outcomes, and how many hours principals work (and when) is associated…

Education systems focus on issues related to school effects and differences. School effects are used as a basis for accountability in various countries including China. This study investigated the stability and cross-disciplinary consistency of value-added estimates based on student scores in selected schools in a city in central China. The…

In the state of New Jersey, academic success at the high school level is defined by student achievement on the New Jersey High School Proficiency Assessment (NJ HSPA), which students take in the 11th grade. New Jersey high school principals are accountable for ensuring that students who attend their schools are proficient in mathematics and…

High school graduation rates have increased dramatically in the past two decades. Some skepticism has arisen, however, because of the confluence of the graduation rise and the starts of high-stakes accountability for graduation rates with "No Child Left Behind" (NCLB). In this study we provide some of the first evidence about the role of…

This study investigated the impact of the transformation and turnaround intervention models and leadership perception on the achievement of students attending Kentucky's priority high schools. Repeated-measures analyses of variance were conducted to show the effect of the chosen model on academic achievement of students with test scores obtained…

U.S. federal policies No Child Left Behind and Race to the Top resulted in a policy overlap that created unique challenges and opportunities for administrators. This study examined principals' perceptions of an overlapping accountability-innovation policy context and their sense of how the policies affected their role as leaders. Primary data for…

The U.S. national high school graduation rate recently reached a record high with 81 percent of the Class of 2013 graduating within four years. While this accomplishment is laudable, it should not obscure the fact that more than 1,200 high schools, serving more than 1.1 million students, still fail to graduate one-third or more of their students…

One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment…

Since the No Child Left Behind (NCLB) era many program improvement schools were prescribed Professional Learning Communities (PLC) professional development as a corrective action by their respective Local Education Agency (LEA). Despite the adoption and implementation of many corrective action measures (including PLCs) recommended by LEA's, the…

Absent any federal requirement to monitor the performance of student subgroups, a significant number of states have implemented accountability systems that either ignore the performance of these students or provide only minimal oversight. As Congress moves forward with reauthorizing ESEA, it must codify the 2008 high school graduation rate…

In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career…

In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results…

Over the past decades, the public school enterprise has been saturated with a myriad of social, political and academic ills. Problems such as reductions in state and federal funding, double digit percent student drop-outs, misidentification of students with learning disabilities, insufficient development of language skills in limited or…