Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement

Forte, Ellen

doi:10.1080/00461521003704738

Cited by 37 publications

(48 citation statements)

References 36 publications

(46 reference statements)

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“…Many researchers (Forte 2010;Maleyko and Gawlik 2011;Payne-Tsoupros 2010;Simon 2010;Wakeman et al 2007) contended that the 2013-2014 100% proficiency requirement of NCLB was unattainable and set up schools for failure. The intense pressure to meet AYP benchmarks led to behaviors such as narrowing the curricula to focus on tested concepts (Payne-Tsoupros 2010) and eliminating or restricting elective subjects, science, and social studies (Simon 2010).…”

Section: Current Findingsmentioning

confidence: 98%

An Empirical Evaluation of Distance Learning’s Effectiveness in the K–12 Setting

Harris-Packer¹,

Segol²

2015

American Journal of Distance Education

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Section: Current Findingsmentioning

confidence: 98%

An Empirical Evaluation of Distance Learning’s Effectiveness in the K–12 Setting

Harris-Packer¹,

Segol²

2015

American Journal of Distance Education

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“…For example, Stringfield and Yakimowski-Srebnick (2005) utilized data from Baltimore City Public Schools to demonstrate the problems and promise of accountability regulations. Criticizing high-stakes accountability testing, Forte (2010) suggested that the No Child Left Behind Act penalized urban schools because they educated a greater number of student subgroup populations than their non-urban peers. Boyd et al (2008) provided an example of researchers expanding investigations beyond formal policies by examining curricula of postsecondary institutions that prepared teachers to work in New York City public schools.…”

Section: Introductionmentioning

confidence: 99%

Large and Small Urban School Districts: Empirical Identification and Comparison Utilizing Student Population

Hochbein¹,

Harbour²

2015

Advances in Educational Administration

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“…Many researchers have documented the changes that have occurred in the principal's job since the 1830s when it was recognized that there was a need to identify a leader of the school (Federal Education Budget Project, 2014;Forte, 2010;Hunt, 2013;Levine, 2005; National Association of Secondary School Principals, 2007; United States Department of Education, 2014). The "principal teacher" moniker evolved out of the states' push to establish graded schools.…”

Section: Federal Policy Contextmentioning

confidence: 99%

“…Forte (2010) maintained that the intent of the acts and their mandates was to provide a more equal education for all students in all schools, groups, and subgroups and to prepare them for a career and college. The mandates came with the expectations that schools would improve student outcomes through curriculum changes, teacher quality, and the accountability of the principal to insure that all students demonstrate achievement not only on end of year tests, but also on classroom grades, and graduation rates.…”

Section: Federal Policy Contextmentioning

confidence: 99%

Developing Effective School Leaders: Perceptions of Participants in a District-led Principal Training Program

Hester¹

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The field of education is experiencing a period of increased principal turnover as more than twenty percent of principals are leaving their positions each year due to retirements, changes in positions within the profession, or departures from the profession (Beteille, Kalogrides & Loeb, 2012). As a result, inexperienced leaders who are illprepared for the complex demands of the job assume the role of principal with little onthe-job experience. These administrators are hindered by inadequate training and the absence of professional development which promotes the enhancement of critical skills and knowledge essential to being effective school leaders. Given the important role principals play in student achievement and overall school success, it is crucial that school districts re-evaluate how they develop school leaders over a period of time.The purpose of this research was to serve as a first-step program evaluation of a school leader development program designed to prepare aspiring leaders for the principalship in a mid-Atlantic school district. This study explored the perceptions of participants in the Associate Principal Training Program of Mid-Atlantic Public Schools (MAPS), as well as the mentoring principals with whom they serve. The development of this program was a result of a perceived weak pipeline of future school leaders and an increasing number of principal vacancies. The data collection for this research was twofold: (a) survey of associate principals and mentoring principals and (b) interviews of three groups (associate principals, mentoring principals, and alumni mentoring principals) from the elementary and secondary school levels. The framework for this study was built upon the concepts of effective school leadership as enumerated in the Interstate School Leader Licensure Consortium (ISLLC, 2008) Standards and successful program elements drawn from empirical studies.Findings from this study provided insight on the perceptions of the participants in this in-service training program, thus encouraging reflective dialogue regarding the district's approach to school leader development and will assist in promoting the successful, ongoing professional development of aspiring leaders. As a result of this study, recommendations for future implementation of this training program have been suggested to insure a well-trained pipeline of school leaders for this school district.Overall, the participants agreed that the training program contributed to the development of their skills and knowledge to be effective school leaders. However, the emergent themes of the study resulted in the following recommendations for future implementation of the training program:1. Clarify the status and priority of the Principal Succession Plan, particularly as it pertains to the role of associate principal.2. Provide training and professional learning opportunities for mentoring principals to understand the role of the associate principal and how to support this position.3. Provide consistent, meaningful Quarterly Associate Pr...

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Examining the Assumptions Underlying the NCLB Federal Accountability Policy on School Improvement

Cited by 37 publications

References 36 publications

An Empirical Evaluation of Distance Learning’s Effectiveness in the K–12 Setting

An Empirical Evaluation of Distance Learning’s Effectiveness in the K–12 Setting

Large and Small Urban School Districts: Empirical Identification and Comparison Utilizing Student Population

Developing Effective School Leaders: Perceptions of Participants in a District-led Principal Training Program

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