Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-Generation Accountability Systems

Creator

Heinrich Mintrop
Tina Trujillo

Files

Publisher

Arizona State University, University of South Florida

Publication Date

December 2005

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 ...

Keywords

United States. No Child Left Behind Act of 2001, Accountability

Extent

30

Volume

13

Issue

48

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Mintrop, H. & Trujillo, T.M. (2005).Corrective action in low performing schools: Lessons for NCLB implementation from first-generation accountability systems. Education Policy Analysis Archives, 13(48). Retrieved [date] from http://epaa.asu.edu/epaa/v13n48.

Identifier

E11-00470

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Mintrop, Heinrich and Trujillo, Tina, "Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-Generation Accountability Systems" (2005). Education Policy Analysis Archives (EPAA). 184.
https://digitalcommons.usf.edu/usf_EPAA/184