Standards-based accountability under no child left behind: experiences of teachers and administrators in three states

Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Chapter One -- Introduction; Chapter Two -- Study Design and Methods; Chapter Three -- SBA Systems in California, Georgia, and Pennsylvania; Chapter Four -- Educators' Opinions About Standards, Assessments, and Accountability; Chapter Five -- School and District Improvement Strategies; Chapter Six -- Instructional Practices Related to Standards and Assessments; Chapter Seven -- Perceived Barriers to School Improvement; Chapter Eight -- Conclusions and Implications; Appendix A; Appendix B; Appendix C; References

Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i