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Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-generation Accountability Systems. Vol. 13 No. 48

Year: 2005

Type: article

Abstract: This paper explores what lessons we can learn from the experiences of states that instituted NCLB-like accountability systems prior to 2001 (here called first-generation accountability systems). We looked at the experiences of three smaller states (Kentucky, Maryland, North Carolina), four larger ones (California, Florida, New York, Texas), and two large districts (Chicago and Philadelphia). We analyzed evaluative reports and policy documents as well as interviews with state officials and researchers. We condensed the material into eight lessons: sanctions are not the fallback solution; no single strategy has been universally successful; staging should be handled with flexibility; intensive capacity building is necessary; a comprehensive set of strategies seems promising; relationship-building needs to complement powerful programs; competence reduces conflict; and strong state commitment is needed to create system capacity.

Source: Education Policy Analysis Archives

DOI: 10.14507/epaa.v13n48.2005

Authors: Heinrich Mintrop, Tina Trujillo

Institutions: University of California, Berkeley, University of California, Los Angeles

Language: English

Topic: Educational Assessment and Improvement

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Peace, justice, and strong institutions

Open Access status: diamond

OpenAlex ID: W4254133912

FWCI: 16.32

Cites: 29

Cited by: 98

Related to: 10