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Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

Abstract

"Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. In this study, the authors examine how accountability policies have influenced attitudes and have been translated into actions at the district, school, and classroom levels in three states. The study concludes that standards-based accountability is leading to an increased emphasis on student achievement, but a single-minded emphasis on student proficiency on tests has some potentially negative consequences such as narrowing curriculum and declining staff morale."

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