View in EDS HTML Full Text PDF Full Text

How a Strong School Faced "Failure".

Saved in:
Bibliographic Details
Title: How a Strong School Faced "Failure".
Authors: Likis, Lori1 llikis@banneker.org
Source: Educational Leadership. Nov2006, Vol. 64 Issue 3, p80-85. 6p. 2 Color Photographs.
Subject Terms: *Massachusetts Comprehensive Assessment System, *Educational tests & measurements, *Educational law & legislation, *Educational evaluation, Benjamin Banneker Charter Public School (Cambridge, Mass.), No Child Left Behind Act of 2001
Geographic Terms: Cambridge (Mass.), Massachusetts, United States
Abstract: The author explores how rigid formulas for measuring adequate yearly progress (AYP) threatened genuine improvement at the Benjamin Banneker Charter Public School in Cambridge, Massachusetts. She explains that their 2002-2003 test scores for the Massachusetts Comprehensive Assessment System revealed they had failed to make AYP in math for the fifth consecutive year, pushing the school into the "Corrective Action" category under the U.S. No Child Left Behind Act. Because of how AYP is measured in the state, the school continued to be labeled as failing, even after it reached its AYP target. The impact this had on the school, in terms of public perception and enrollment, and the corrective actions that were taken are explored. The author also addresses implications for educators in general.
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 23054708
AccessLevel: 6
PubType: Periodical
PubTypeId: serialPeriodical
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: How a Strong School Faced "Failure".
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Likis%2C+Lori%22">Likis, Lori</searchLink><relatesTo>1</relatesTo><i> llikis@banneker.org</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. Nov2006, Vol. 64 Issue 3, p80-85. 6p. 2 Color Photographs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Massachusetts+Comprehensive+Assessment+System%22">Massachusetts Comprehensive Assessment System</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+law+%26+legislation%22">Educational law & legislation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Benjamin+Banneker+Charter+Public+School+%28Cambridge%2C+Mass%2E%29%22">Benjamin Banneker Charter Public School (Cambridge, Mass.)</searchLink><br /><searchLink fieldCode="DE" term="%22No+Child+Left+Behind+Act+of+2001%22">No Child Left Behind Act of 2001</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cambridge+%28Mass%2E%29%22">Cambridge (Mass.)</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The author explores how rigid formulas for measuring adequate yearly progress (AYP) threatened genuine improvement at the Benjamin Banneker Charter Public School in Cambridge, Massachusetts. She explains that their 2002-2003 test scores for the Massachusetts Comprehensive Assessment System revealed they had failed to make AYP in math for the fifth consecutive year, pushing the school into the "Corrective Action" category under the U.S. No Child Left Behind Act. Because of how AYP is measured in the state, the school continued to be labeled as failing, even after it reached its AYP target. The impact this had on the school, in terms of public perception and enrollment, and the corrective actions that were taken are explored. The author also addresses implications for educators in general.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=23054708
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 80
    Subjects:
      – SubjectFull: Massachusetts Comprehensive Assessment System
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Educational law & legislation
        Type: general
      – SubjectFull: Educational evaluation
        Type: general
      – SubjectFull: Benjamin Banneker Charter Public School (Cambridge, Mass.)
        Type: general
      – SubjectFull: No Child Left Behind Act of 2001
        Type: general
      – SubjectFull: Cambridge (Mass.)
        Type: general
      – SubjectFull: Massachusetts
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: How a Strong School Faced "Failure".
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Likis, Lori
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2006
              Type: published
              Y: 2006
          Identifiers:
            – Type: issn-print
              Value: 00131784
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Leadership
              Type: main
ResultId 1