It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total…

This article explores the "afterward" for qualitative research in the ruins of NCLB and its failure to deliver. In the space opened up "after" the dominance of the gold standard bullying and "metric mania" of neo-positivism, I articulate a post-retirement project on the weight of sports in U.S. secondary schools out…

Changes in legislation including NCLB, RTT, and ESEA Flexibility Waivers have influenced the educational landscape. States and school districts have spent considerable time and resources to meet the mandates of this changing legislation, including the development of reporting systems and modification of principal evaluations systems. However, the…

Policymakers and practitioners frequently use teacher surveys to inform decisions on school improvement efforts in low-achieving schools. There is little empirical evidence on how the results of these surveys relate to student outcomes. This study provides information on how perception data from a teacher survey in Idaho is correlated with three…

This report, along with the companion spreadsheet, provides the first comprehensive description ever compiled of charter school discipline. In 2011-12, every one of the nation's 95,000 public schools was required to report its school discipline data, including charter schools. This analysis, which includes more than 5,250 charter schools, focuses…

This correlation study examined relationships between special education and standardized testing variables of 100 Arizona secondary school districts with Native American populations, and the archival records for postsecondary outcomes between 2012 and 2014 of students with disabilities, using archival data collected by the Arizona Department of…

The pressure to meet the demands of "No Child Left Behind" (NCLB) Act coupled with poor results by secondary students on national assessments in mathematics have forced school principals to develop skill sets in the use of data in efforts to increase student performance on standardized assessments. The effective use of data by school…

John Maxwell once wrote, "True leadership cannot be awarded, appointed, or assigned. It comes only from influence, and that cannot be mandated. It must be earned. The only thing a title can buy is a little time-either to increase your level of influence with others or to undermine it." There is a plethora of theories and models available…

The focus of this research is in the area of academic interventions and their effect on graduation rates in secondary schools in Missouri. In light of the regulations within the No Child Left Behind Act of 2001 and its accountability requirements for schools, this study is important and timely in order to provide valuable examples of effective…

The 2001 No Child Left Behind Act requires local education agencies to publicly disseminate school performance data. In response, districts and state departments of education have created "school report cards" that vary widely. While data dissemination policies can improve institutional legitimacy and ensure ongoing support, we suggest…

In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of…

Purpose: The purpose of this paper is to analyze data gathered in 1998 and 2011 from representative samples of women secondary school principals in Texas to identify differences in personal, professional, leadership, and school characteristics. Design/methodology/approach: Two proportionate, random samples were drawn of women secondary principals…

The No Child Left Behind Act of 2001 put a focus on each child in a school being proficient. Since 1957 when Sputnik was launched, the United States has been attempting to improve its schools. The existing literature has a gap as to how to turn around an underperforming school in a fairly short period of time. A qualitative case study methodology…

Across the nation, 48% of schools have failed to meet No Child Left Behind's testing targets (Center of Education Policy, 2011). In 2011, more schools had not made Adequate Yearly Progress (AYP) than in any previous year, according to stateby-state data for the 2011 school year. Out of a total of 980 schools 461, or 47%, did not make AYP in…

Federal and state educational accountability mandates and measures have raised the standards for the hiring of teachers in public schools. While existing literature stresses the importance of hiring well, a gap in the knowledge base exists in the area of principal perspectives on how best to accomplish the task of hiring. Therefore, the primary…