Charter Schools and No Child Left Behind: Sacrificing Autonomy for Accountability

Stillings, Cara

doi:10.1177/002205740618600206

Cited by 9 publications

(21 citation statements)

References 2 publications

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“…Additionally, future studies might consider why specific states do not require civics education in voucher programs. Extensive research suggests that state legislatures, generally speaking, are reluctant to impede the curricular autonomy of voucher schools, which some consider a driver of quality, efficiency, and innovation (Finnigan, 2007;Lubienski & Weitzel, 2010;Maxwell 2018;Stillings, 2006). However, the data reported in this study might better position scholars to look into the specific components of civics curricula that are voluntarily being implemented by voucher program participants, and any distinctions between such curricula within and across participating states, including the factors associated with civics curriculum adoption, whether those are political, demographic, or geographic (e.g., urban, suburban, or rural).…”

Section: Discussionmentioning

confidence: 99%

The Civic Dimension of School Voucher Programs

2018

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America's public schools have not been exempt from the movement to privatization and contracting out that has characterized government innovations over at least the past quarter century. A number of the issues raised by school voucher programs mirror the management and efficacy questions raised by privatization generally; however, because public education is often said to be "constitutive of the public," using tax dollars to send the nation's children to private schools implicates the distinctive role of public education in a democratic society in ways that more traditional contracting arrangements do not. Using a content analysis, the authors explore the extent to which school choice voucher programs are mandated by state statutes to integrate civics education into their curriculum. Findings reveal that across the fourteen states (and the District of Columbia) that have enacted school choice voucher programs, statutes exempt these programs from curriculum oversight, including civics requirements, and grant them considerable autonomy in designing their curricula. This study concludes by discussing the implications for ethical and accountable governance when primary and secondary schools fail to cultivate civic competence and civic literacy.

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Section: Discussionmentioning

confidence: 99%

The Civic Dimension of School Voucher Programs

2018

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“…Enriching instructional practices such as culturally relevant pedagogy and inquiry-based learning were often deleted from pedagogical practices in exchange for a homogenized culture of students as "an army of worksheet filler-outers" (Camp & Oesterreich, 2010). Narrowing of curriculum and dilution of instructional approaches to low-level test preparation frequently ran counter to the professional preferences of teachers and represented diminishing autonomy over the technical core of their work (Powell et al, 2009;Schoen & Fusarelli, 2008;Stillings, 2005). The perceived changes to the technical core of their work and autonomy over that work was also related to teachers' perception of demoralization which is best characterized as a disconnection from the moral rewards and ethic of the profession (Santoro, 2011a).…”

Section: Teacher Perception Of De-professionalization and Demoralizatmentioning

confidence: 99%

Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB

Wronowski

Urick

2019

EPAA

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The purpose of this study is to determine the relationship between teachers' perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers Teacher Perception of Accountability and Assessment Policies on Teacher Turnover During NCLB 3 preditor significativo de que os professores deixem a profissão e mudem as escolas para professores que citam políticas de prestação de contas como um fator em sua decisão de emprego. Essas descobertas demonstram uma relação entre as percepções dos professores sobre as políticas de prestação de contas, a percepção de suas condições de trabalho e a rotatividade. Esses resultados têm importantes implicações para os formuladores de políticas e líderes educacionais, à medida que as transições dos EUA da era No Child Left Behind para a implementação do Every Student Succeeds Act.

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“…In addition, instructional strategies may have become limited to test preparation activities, especially in schools that have been identified as failing (Baker et al, 2010; Malen & Rice, 2016; Mintrop & Sunderman, 2009). Finally, it has been reported that teachers’ influence over curriculum and instructional practices, either actual or perceived, has diminished in the years following the passage of NCLB (Powell, Higgins, Aram, & Freed, 2009; Schoen & Fusarelli, 2008; Stillings, 2005).…”

Section: Teacher Deprofessionalization Of Curriculum and Instruction Workmentioning

confidence: 99%

“…Schools labeled as failing under accountability systems tended to intensify effort toward short-term educational strategies, such as low-level test preparation, that may save them from sanctions rather than helping students improve academically in the long-term, and this curriculum approach can exclude students from intellectually demanding learning that is available in less-pressured schools (Baker et al, 2010; Diamond, 2012; Malen & Rice, 2016; Mintrop & Sunderman, 2009). Teachers’ influence over instructional practices also decreased in the era of school accountability (Powell et al, 2009; Schoen & Fusarelli, 2008; Stillings, 2005). Teachers in at-risk schools feel pressure to exchange enriching practices such as culturally relevant pedagogy and inquiry-based learning in exchange for a homogenized culture of students as “an army of worksheet filler-outers” (Camp & Oesterreich, 2010).…”

Section: Teacher Deprofessionalization Of Curriculum and Instruction Workmentioning

confidence: 99%

Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States

Wronowski

Urick

2019

Educational Policy

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The purpose of this study is to examine changes in teachers' perception of their work during key periods of the accountability and assessment policy movement in the United States. We utilize a teacher perception of deprofessionalization and demoralization framework operationalized using the restricted Schools and Staffing Surveys data sets from 1993-1994 through 2011-2012 to examine changes in teachers' perception of their work. Using multiple group hierarchical linear modeling (HLM) we find that teacher deprofessionalization and demoralization increased from the state-to federal-level accountability periods. We also find that there are significant predictors of deprofessionalization and demoralization at the teacher level and school level.

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Charter Schools and No Child Left Behind: Sacrificing Autonomy for Accountability

Cited by 9 publications

References 2 publications

The Civic Dimension of School Voucher Programs

The Civic Dimension of School Voucher Programs

Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB

Teacher and School Predictors of Teacher Deprofessionalization and Demoralization in the United States

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