The federal No Child Left behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. This latest federal education policy includes an accountability component that requires states to administer tests and emphasizes student achievement by a single, objective, standardized assessment. Consequently, students, teachers, principals, schools and even districts are judged as failing or successful based upon a single measure. Studies indicate urban schools of high poverty are more likely to be identified for improvement due to their failure to meet the benchmarks established under NCLB and its measures of adequate yearly progress. Using a conceptual framework of bureaucratic school culture, this case study examines the influence of federal and state accountability policy on the perceptions of educators and students about effective teaching and learning in one urban high school identified for improvement. Findings reveal an overarching conclusion that an established bureaucratic school culture is perpetuated by accountability policy, serving as a barrier to implementation of perceived effective teaching practices that are believed to produce improved student learning. / Thesis (Ph.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/1951 |
| Date | 05 1900 |
| Creators | Gross, Diane |
| Contributors | Patterson, Jean A. |
| Publisher | Wichita State University |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
| Format | 13126 bytes, xi, 202 p., application/pdf |
Page generated in 0.0052 seconds