The purpose of the study was to investigate the impact of the landmark educational reform legislation, No Child Left Behind Act of 2001 (NCLB) on four specific areas within the local educational setting: (1) local curriculum decisions (2) teaching decisions as they relate to daily instruction (3) potential narrowing of the curriculum and (4) teacher job satisfaction. All public schools in the United States are now subject to the mandates of NCLB. This legislation marked a profound change in the relationship between the federal government and state and local educational agencies. NCLB represents an expansion of the federal role in education where federal control of education has reached deeper than ever before into the heart of state and local educational operations. As a result, NCLB has direct implications for what takes place educationally in the individual classroom. The local educational setting and the individual classroom is where this study focused its efforts. This study suggests that NCLB has had, and will continue to have, a major impact on curriculum decisions at the local level as well as classroom instructional decisions made either by the teacher or enforced upon the classroom teacher by local administrative or local school district mandates. The study also suggests that this impact will be driven by the requirement that schools achieve a specified rate of progress in the areas of mathematics and reading as measured through the use of standardized tests. Under NCLB a school's performance on state reading and mathematics tests will determine if the school and its district make adequate yearly progress, commonly referred to as AYP. Schools that fail to meet the annual achievement goals are subjected to an escalating series of sanctions. This study sought to determine if curriculum decisions at the district and administrative level have been driven by NCLB and the AYP component. The study sought to determine if curriculum decisions and classroom practices on the part of teachers were influenced by NCLB. Additionally the study sought to determine if NCLB and the AYP component have caused a narrowing of the curriculum and if so, to what extent. Finally, this study sought to determine if NCLB and the AYP component had any impact on teacher job satisfaction as it pertains to classroom instructional decisions and teacher autonomy.

The continuing improvement in standards and the associated direct school accountability has been at the forefront of school policy since the introduction of the Education Reform Act of 1988. Its introduction brought both top down curriculum control and the opening up of primary schools in England to neo-liberal market reforms. To facilitate direct market competition and raise standards, measures of performance were introduced, in the form of annually published national assessments (SATs) and from 1992 inspection by Ofsted (Office for Standards in Education). These measures took on board the status of High Stakes Testing (HST), since their outcomes directly impacted upon the professional lives of all those working within primary schools. Prior to 1988, central government had started to address underachievement, for example, Better Schools (DfES 1985), but now, for the first time, individual schools and their leaders were to be directly responsible for the achievement, or otherwise, of their pupils through the publication of attainment data and regular inspection reports. The notion of performativity (Ball 2003) was introduced into English primary schools, where performance measures and judgements (HST) were used as a means of top-down regulation and policy enforcement. This study investigates current primary school headteachers’ perceptions of their own professional accountability. It further explores the continuing focus on standards and the constant pressures and conflicts heads currently face in terms of maximising pupil attainment outcomes. The fieldwork was carried out within thirty four state funded primary schools across the North of England. A questionnaire was used to survey headteachers’ current perceptions; this data located heads on to a conceptual framework (Figure 5.5). Heads are located into one of four positions regarding their perceptions of the Standards Driven Agenda (SDA) and HST. Heads from each of the positions were then interviewed, which formed the prime data collection tool. The research further examines the inter-relationship between socio-economic context and HST outcomes, addressing the question of the equality of the application of identical floor targets for all primary schools, regardless of circumstance. Schools falling within areas of high and low deprivation were identified, using the income deprivation affecting children index (IDACI); each area’s headteachers’ perceptions were then compared and contrasted, in order to identify any effects of context. Ranson’s (2003) typology and Ball’s (2003) conceptualisation of accountabilities were developed in order to explore the identified trend of heads resisting what they view as a ‘data dictatorship’, and seeking to reinstate a previous age of professionalism. A clear plea for a change was evident with a call for a shift away from the current focus on standards in English and maths to the adoption of a more balanced and creative curriculum, where both the academic and social needs of the children are being met. The desire to return to Grace’s (1995) notion of the cult of the ‘headmaster tradition’, with the reinstatement of higher levels of professional autonomy and trust, was evident within many of the participating heads, along with a strong sense of moral guardian and leadership. All heads are aware of the need to be accountable for the tax payers’ money used to fund their schools, accepting the need for accountability measures. However, both sets of heads acknowledge that when a school’s effectiveness is solely measured by means of HST, it fails to be a level playing field. Factors such as parental support and education, housing and income were all identified as significant contributing factors in pupil attainment, resulting in heads reporting that these factors were not taken into account when the performance of their school was judged. The study contributes to the knowledge of how serving heads balance the needs of their children, parents and staff, whilst ensuring that they continue to improve standards, as defined by successive governmental policy and thus meet the requirements of HST.

This is a doctoral dissertation centered on a qualitative research case study on teachers' perceptions of the effects of a particular high-stakes test--the Arizona Instrument to Measure Standards (AIMS) on high school English and math curriculum and instruction. Specifically, this case study involved three focus group interviews at three Arizona high schools. Participants were experienced English and math teachers at each school site. To broaden the perspective gained from the focus group interviews, the study included classroom observations and document analysis. Two of the high schools chosen are located on the Navajo Reservation and were specifically chosen to include an important population of students in a discussion in which they are largely forgotten even though they face unique challenges. A review of the literature on high-stakes testing effects reveals almost no extant literature on the effects of the AIMS test. This study will contribute to the national dialogue on testing effects as well as make an important foundational research contribution to the Arizona state dialogue on AIMS effects.

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Early identification of children with reading problems is a vital element of academic success at all grade levels. Thus, it is crucial that educators select and implement efficient reading assessments and procedures. The purpose of this study was to investigate third grade archival data of students over a 2-year period at one school to determine if a relationship existed between the DIBELS 3rd grade oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test. Archival data from 80 third grade African American students who were assessed with all three assessments was used to conduct this study. Pearson and Spearman statistical tests were performed on the data to examine the relationship between DIBELS (oral reading fluency) and the reading section of the Stanford Achievement Test and the reading section of the Alabama Reading and Math Test. The results indicated a relationship existed between DIBELS oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test during the 2009-2010 school years.

In Virginia students with learning disabilities, as well as students in general education, are required to pass the Virginia Standards of Learning test in order to receive a diploma from high school. Currently there are 20 states that use exit exams with five more states anticipated to start by 2009 (Center on Education Policy, 2005). The purpose of this study was to identify the perceptions of Virginia Special Education Directors, Principals and Lead Teachers regarding the impact of the state graduation requirements on the educational experiences of and outcomes for students with learning disabilities. This study was adapted from a similar investigation conducted from Indiana and applied to survey Virginia administrators. Additionally, the study was used to identify the changes Virginia administrators perceive are needed in order to best support students in meeting those requirements. The target population of participants of this study consisted of three groups of educators: (a) Directors of Special Education; (b) Principals; and (c) Lead Teachers of Special Education in Virginia public high schools. A survey research design was employed for this study. The instrument included 70 Likert type items, with one demographic item. A total of 510 surveys were sent through email to administrators in the state of Virginia; 148 were returned with incorrect addresses. A response total of 104 emails were received: Directors of Special Education, 26.9%; Principals, 56.7%; and Lead Teachers, 16.3%. Data were analyzed using descriptive statistics. A descriptive summary of responses for respondents was developed using mean and frequency percentages. Inferential statistics was used to answer the research questions presented in this study. Analysis of Variance (ANOVA) was used to determine if there was a significant difference between the three groups regarding high stakes testing of students with learning disabilities. Significance (p less than or equal to .05) was not noted in any areas when comparing administrators perspectives of graduation requirements that impact educational experiences and outcomes of students, however the area of changes that administrators perceive are needed in order to best support students in meeting these requirements, significance (p less than or equal to .05) was noted. Findings indicate that administrators felt that as a result of the graduation requirement, it is important for special education students to be included in general education classes and exposed to the general education curriculum. They also agreed that special education and general education teachers need to be exposed to professional development to help students be successful in high stakes testing. Another finding from this study was administrators felt that including greater use of practice materials and instruction in test taking would also be needed to help students be successful. / Ph. D.

The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were: • Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family. • The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues. • Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching. / Ph. D.

The purpose of this study was to assess the impact of the high-stakes standardized test movement in Texas secondary schools. The method to accomplish this task was to compare the perceptions between Texas secondary school administrators and supporters, critics, and researchers of high-stakes testing. Out of 400 potential respondents randomly selected from 2005-2006 membership list of Texas Association of Secondary School Principals, 178 administrators participated in an electronic survey to rate the extent to which 31 statements derived from supporters, critics, and the unintended consequences of high-stakes testing as reported by researchers in current literature. Means, standard deviations, and frequencies were used to make assumptions about perceptions of secondary administrators. Independent t-tests were conducted to test for possible perception differences between groups identified in the study. Independent groups examined in this study included: Gender (Male and Female), Years of Administrative Experience (1-4 years vs. 15 or More Years), Campus Classification (Large vs. Small), and Current Campus Rating (Exemplary and Recognized vs. Academically Acceptable). Using an alpha level of .05 to establish significance, t-tests suggest that significant differences exist between large and small school administrators on statements 5 and 7. Further, significant differences exist between male and female administrators on statements 4 and 5. The findings of this study seem to suggest that Texas secondary principals strongly support the following statements: 1. No high-stakes decision such as grade retention or graduation should be based on the results of a single test. 2. Educators are making use of student performance data generated by highstakes tests to help them refine programs, channel funding, and identify roots of success. 3. High-stakes tests have helped focus public attention on schools with lowachieving students. 4. The public display of high-stakes test scores motivates administrators. 5. High-stakes testing has resulted in a loss of local control of curricula. 6. The implementation of high-stakes testing has been a catalyst for increased attention to students with special needs. 7. Doing poorly on high-stakes tests does not lead to increased student effort to learn.