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Download full textAyers, Jeremy; Brown, Cynthia – Center for American Progress, 2011
Congress has the opportunity to move forward on education reform by reauthorizing the Elementary and Secondary Education Act, or ESEA, to ensure all children achieve their greatest potential. Unfortunately, it has yet to find the will to do so, to the detriment of American students and schools. ESEA is the largest and most significant federal…
Descriptors: Student Needs, Principals, Educational Change, Elementary Secondary Education
Peer reviewed
Direct linkCarpenter, Laura Bowden; Dyal, Allen – Education, 2007
Major reform is occurring across our nation in delivering services to students with disabilities in secondary schools. The impetus for such change is the No Child Left Behind Act (NCLB) and its challenges and implications for the secondary classroom. NCLB requires that all students be taught by a teacher who is highly qualified in the content area…
Descriptors: Teacher Effectiveness, Federal Legislation, Disabilities, Educational Change
Schoen, LaTefy; Fusarelli, Lance D. – Educational Policy, 2008
This article explores the impact of the No Child Left Behind Act (NCLB) on the behavior of teachers and school leaders, specifically the centralizing, standardizing tendencies of the legislation, and juxtaposes their reactions to the types of teaching and leadership required to lead 21st-century schools. The authors argue that the isomorphic…
Descriptors: Federal Legislation, Principals, Teacher Behavior, Administrator Behavior
Hill, Twanna LaTrice – 2002
This paper is the third in a series of reports that examine the impact of No Child Left Behind, the newly revised Elementary and Secondary Education Act, on state policy and policymaking. It focuses on teaching quality. The first section explains that a highly qualified teacher is one who has been fully licensed or certified by the state and not…
Descriptors: Educational Quality, Elementary Secondary Education, Faculty Development, Paraprofessional School Personnel
Nagle, Katherine M.; McLaughlin, Margaret J.; Nolet, Victor; Malmgren, Kimber – Educational Policy Reform Research Institute, 2007
This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from…
Descriptors: Disabilities, Program Effectiveness, Accountability, Public Schools
Nagle, Katherine M.; McLaughlin, Margaret J.; Nolet, Victor; Malmgren, Kimber – Educational Policy Reform Research Institute, 2007
This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from…
Descriptors: Disabilities, Program Effectiveness, Accountability, Public Schools
Nagle, Katherine M.; McLaughlin, Margaret J.; Nolet, Victor; Malmgren, Kimber – Educational Policy Reform Research Institute, 2007
This document is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data, collected over a two-year period--2001 and…
Descriptors: Disabilities, Program Effectiveness, Accountability, Public Schools
