The Unequal Effect of Adequate Yearly Progress: Evidence from School Visits

Autor/inn/en	Brown, Abigail B.; Clift, Jack W.
Titel	The Unequal Effect of Adequate Yearly Progress: Evidence from School Visits
Quelle	In: American Educational Research Journal, 47 (2010) 4, S.774-798 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210374644
Schlagwörter	Public Schools; Middle Schools; Federal Legislation; Educational Improvement; Federal Programs; Academic Achievement; Educational Indicators; Educational Legislation; Elementary Schools; Administrator Attitudes; Parent Attitudes; Teacher Attitudes; Teachers; Parents; Principals; School Visitation; Accountability; Incentives; Student Attitudes; Program Effectiveness; Program Evaluation; California; Georgia; Pennsylvania + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Middle school; Mittelschule; Mittelstufenschule; Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Educational indicato; Bildungsindikator; Bildungsrecht; Schulgesetz; Elementary school; Grundschule; Volksschule; Elternverhalten; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Eltern; Principal; Schulleiter; Verantwortung; Anreiz; Schülerverhalten; Programme evaluation; Programmevaluation; Kalifornien
Abstract	The authors report insights, based on annual site visits to elementary and middle schools in three states from 2004 to 2006, into the incentive effect of the No Child Left Behind Act's requirement that increasing percentages of students make Adequate Yearly Progress (AYP) in every public school. They develop a framework, drawing on the physics concept of an attractor basin, to relate to theoretical literatures in economics and psychology the experiences that teachers, principals, and parents are having with the law. The authors anticipate--and find evidence of--very different incentive effects of the AYP requirements on schools of different initial achievement levels. (Contains 3 tables, 1 figure, and 7 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10