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A View from the Field: How NCLB's Good Intentions of Accountability Damage Our Educational Leaders and Our Schools

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Title: A View from the Field: How NCLB's Good Intentions of Accountability Damage Our Educational Leaders and Our Schools
Language: English
Authors: Vance Vaughn
Source: School Leadership Review. 2014 9(1):3-6.
Availability: Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Peer Reviewed: Y
Page Count: 4
Publication Date: 2014
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Legislation, Federal Legislation, School Districts, Sanctions, Academic Standards, Failure, Labeling (of Persons), Misinformation, School Closing, Academic Achievement, Equal Education, Poverty, Anglo Americans, Predominantly White Institutions
Geographic Terms: Texas
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
ISSN: 1559-4998
Abstract: School districts and campuses throughout the nation are working around the clock to avoid an unacceptable accountability rating under the No Child Left Behind (NCLB) Act of 2001. In Texas the label has recently changed to "Improvement Required." An "Improvement Required" label forces districts and campuses into the Texas Accountability Intervention System (TAIS), a system implemented by Texas to satisfy the NCLB federal requirements, and to engage "struggling districts" and schools toward academic school improvement. The NCLB Act has good intentions; however, it might be creating a crisis in education. It is important to remember that NCLB, "the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA), was born in bipartisan spirit to do something positive in the wake of the terrorist attacks of September 11, 2001" (Meier, Kohn, Darling-Hammond, Sizer & Wood, 2004, p. viii-ix). In addition, Meier, et al. stated "NCLB is premised on the notion that schools will be made better by following a yearly testing regime that leads to every child being proficient in reading, math, and science by 2014" (p. xii). The debate continues over whether the Act will accomplish what it set out to accomplish. The premise of the book "Many Children Left Behind," by Meier, Khon, Darling-Hammond, Sizer and Wood (2004) is that "even if ... technical problems [with the NCLB implementations] are fixed, NCLB cannot, will not, and perhaps was even not intended to deliver on its promises" (p. xi).
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1423071
Database: ERIC
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  Data: School districts and campuses throughout the nation are working around the clock to avoid an unacceptable accountability rating under the No Child Left Behind (NCLB) Act of 2001. In Texas the label has recently changed to "Improvement Required." An "Improvement Required" label forces districts and campuses into the Texas Accountability Intervention System (TAIS), a system implemented by Texas to satisfy the NCLB federal requirements, and to engage "struggling districts" and schools toward academic school improvement. The NCLB Act has good intentions; however, it might be creating a crisis in education. It is important to remember that NCLB, "the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA), was born in bipartisan spirit to do something positive in the wake of the terrorist attacks of September 11, 2001" (Meier, Kohn, Darling-Hammond, Sizer & Wood, 2004, p. viii-ix). In addition, Meier, et al. stated "NCLB is premised on the notion that schools will be made better by following a yearly testing regime that leads to every child being proficient in reading, math, and science by 2014" (p. xii). The debate continues over whether the Act will accomplish what it set out to accomplish. The premise of the book "Many Children Left Behind," by Meier, Khon, Darling-Hammond, Sizer and Wood (2004) is that "even if ... technical problems [with the NCLB implementations] are fixed, NCLB cannot, will not, and perhaps was even not intended to deliver on its promises" (p. xi).
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      – Text: English
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      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Sanctions
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      – SubjectFull: Academic Standards
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      – SubjectFull: Failure
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      – SubjectFull: Labeling (of Persons)
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      – SubjectFull: Misinformation
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      – SubjectFull: School Closing
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Equal Education
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      – SubjectFull: Poverty
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      – SubjectFull: Anglo Americans
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      – SubjectFull: Texas
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      – SubjectFull: No Child Left Behind Act 2001
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      – TitleFull: A View from the Field: How NCLB's Good Intentions of Accountability Damage Our Educational Leaders and Our Schools
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