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Accountability and Alignment under No Child Left Behind: Multi-Level Perspectives for Educational Leaders
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Choi, Daniel – International Journal of Educational Leadership Preparation, 2011
Educational leaders have faced the challenges of trying to align schoolwide reforms priorities with accountability demands under the No Child Left Behind law. This article examines the barriers that complicate meaningful alignment among federal, state and local levels. This article also offers the following recommendations: Schools and districts…
Descriptors: Federal Legislation, Educational Change, Accountability, Educational Legislation
The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona
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Wright, Wayne E.; Choi, Daniel – Education Policy Analysis Archives, 2006
This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the…
Descriptors: Federal Legislation, Bilingual Education, Second Language Learning, High Stakes Tests
Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona
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Wright, Wayne E.; Choi, Daniel – Language Policy Research Unit, 2005
This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes…
Descriptors: English (Second Language), Second Language Instruction, Grade 3, Elementary School Teachers
Voices from the Classroom: A Statewide Survey of Experienced Third-Grade English Language Learner Teachers on the Impact of Language and High-Stakes Testing Policies in Arizona. Executive Summary
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Wright, Wayne E.; Choi, Daniel – Education Policy Research Unit, 2005
This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes…
Descriptors: English (Second Language), Second Language Instruction, Grade 3, Elementary School Teachers