Testing and accountability measures have continued to expand since the passage of the No Child Left Behind Act in 2001. In addition to school and district accountability, student test scores increasingly formed the foundation of teacher performance metrics. State participation rates exceeded the 95% minimum prescribed by law despite increasing…

The purpose of this study was to inform the upcoming and overdue reauthorization of the Elementary and Secondary Education Act (ESEA) by exploring whether rural school districts face disadvantages as they attempt to follow the law's provisions and, if so, if the law's rural-specific section ameliorates these disadvantages. The research drew upon…

Over the past two decades, community organizing has emerged as an effective force for school improvement. In the context of shrinking education funding, stubborn opportunity and achievement gaps between low-income and wealthy children and between children of color and White children, and polarizing debate on school reform, community organizing…

The Office of Indian Education (OIE) in the U.S. Department of Education funds competitive grants for Native American school leadership preparation programs in order to improve the education of disadvantaged students identified under the 2001 "No Child Left Behind" (NCLB) reauthorization of "Elementary and Secondary Education…

In the fall of 2004, the Institute for Educational Leadership (IEL) convened members of the School Leadership Learning Community (SLLC) and invited guests for three invitational, issue-focused meetings. Each of the meetings was conducted as a modified Select Seminar (www.casdany.neric.org/history3.htm) and explored an issue specific to preparing…