Factors Affecting School Quality In Florida

2014 ◽  
Vol 7 (2) ◽  
pp. 69
Author(s):  
Barry Thornton ◽  
Gordon Arbogast
Keyword(s):  
No Child Left Behind ◽  
School Quality ◽  
High School Graduates ◽  
State University ◽  
Social Variables ◽  
State University System ◽  
Factors Affecting ◽  
Left Behind ◽  
Time Period ◽  
The Impact

This paper examines the factors that are theorized to be determinants of school quality in the 67 counties of Florida from 2000 to 2011. The model constructed for this purpose is comprised of a mix of independent variables that include county educational attainment (number of high school graduates and State University System enrollees) and economic factors (median household income, unemployment rate, number of housing starts, and property tax revenue per student). Furthermore, the model also considers 4 demographic/social variables (percent of population from 5 to 17 years old, percent white, percent female, and crime rate), as well as a variable for trend. The trend variable allows inferences to be made about the impact of the No Child Left Behind Act of 2001. It is hypothesized that these 11 variables will explain the variation in school quality by county over the observed time period.

scholarly journals The Impact of No Child Left Behind on Students, Teachers, and Schools

2010 ◽  
Vol 2010 (2) ◽  
pp. 149-194 ◽  
Author(s):  
Thomas S. Dee ◽  
Brian A. Jacob
Keyword(s):  
No Child Left Behind ◽  
Left Behind ◽  
The Impact

The Impact of the Neoliberal Revolution on Society and Public Education

2020 ◽  
Author(s):  
Arthur Shapiro
Keyword(s):  
No Child Left Behind ◽  
Public Education ◽  
Educational System ◽  
Political Process ◽  
Public Support ◽  
Private Investment ◽  
Credit Recovery ◽  
Left Behind ◽  
American Society ◽  
The Impact

The neoliberal revolution negatively impacted the American society and educational system. Several major contributors to neoliberal thinking helped develop the theory. Two examples of utilizing neoliberal principles are the Sears corporation and the nation of Honduras, both teetering on the brink of collapse. The GINI Index can be used to provide insight into American economic inequality. Neoliberalism as a social movement and its impact on the American educational system are analyzed. Major conceptual components of neoliberalism, including competition, choice, privatization, standardization, accountability, marketing, and deregulation, are presented. Legislation using these principles include No Child Left Behind, Race to the Top and the Every Child Succeeds Act (ESSA). The testing, voucher, and charter movements are discussed. Three kinds of charter schools together with their academic and segregating results are analyzed. Charter and voucher supporters have become active in the political process to increase the charter component of public education. Corruption in charters and vouchers and neoliberalism’s undermining of public support for public education is treated. Online education’s positive support for small and rural schools, particularly for high schools, is noted, as is online education’s assistance for credit recovery. Another impact of neoliberalism on public education is noted, that is treating charters and vouchers as commodities which provide opportunities for private investment.

Administrative Perspectives on the No Child Left behind Act (NCLBA) for Students with Disabilities in Rural Settings

2005 ◽  
Vol 24 (1) ◽  
pp. 27-31 ◽  
Author(s):  
Luann L. Purcell ◽  
Bill East ◽  
Harvey A. Rude
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Service Providers ◽  
The State ◽  
Successful Implementation ◽  
Left Behind ◽  
Education Leaders ◽  
State And Local ◽  
The Impact

The impact of the federal No Child Left Behind Act (NCLBA) has provided a significant challenge and opportunity for administrators of special education services at the state and local levels. Leaders representing prominent professional organizations at both the state (National Association of State Directors of Special Education, Inc.) and local (Council of Administrators of Special Education, Inc.) education levels have identified advantages and barriers to successful implementation of the legal mandates. The most significant challenges for special education leaders and managers include: the requirements for adequate yearly progress for all learners, the provision of highly qualified special education service providers, and an adequate amount of attention devoted to all subgroups of learners. The unique difficulties for rural schools providing an appropriate education to all learners, including those with disabilities, are compounded by the effects of supplemental services, choice options, and the identification of adequate resources. The implications for the preparation of effective special education leaders and managers are identified within these parameters.

Ethnically Diverse Rural Special Educators who are Highly Qualified: Does NCLB Make this Impossible?

2005 ◽  
Vol 24 (1) ◽  
pp. 23-26 ◽  
Author(s):  
Mary Anne Prater
Keyword(s):  
No Child Left Behind ◽  
Rural Areas ◽  
Special Educators ◽  
Ethnically Diverse ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Short Supply ◽  
Left Behind ◽  
Definition Of ◽  
The Impact

Ethnically diverse special educators are in short supply not only in urban and suburban schools, but in rural areas as well. Finding teachers who meet the highly-qualified definition under the No Child Left Behind Act of 2001 worsen the shortage problem. This article addresses the impact of the definition of highly-qualified teachers on the recruitment and retention of ethnically diverse special educators and provides some suggested solutions for rural schools and districts to consider.

The Rhode to Turnaround: The Impact of Waivers to No Child Left Behind on School Performance

2017 ◽  
Vol 33 (4) ◽  
pp. 555-586 ◽  
Author(s):  
Shaun M. Dougherty ◽  
Jennie M. Weiner
Keyword(s):  
No Child Left Behind ◽  
Rhode Island ◽  
Student Mobility ◽  
Performance Measure ◽  
Fuzzy Regression ◽  
Continuous Performance ◽  
Left Behind ◽  
Fuzzy Regression Discontinuity Design ◽  
Using Data ◽  
The Impact

Using data from Rhode Island, and deploying a fuzzy regression-discontinuity design, this study capitalizes on a natural experiment in which schools, in accordance with the No Child Left Behind (NCLB) waivers, were sorted into performance categories based on a continuous performance measure. The lowest performing schools were then mandated to implement interventions. We find that schools implementing fewer interventions perform no differently than comparable schools without such requirements. Additionally, schools just required to implement more interventions performed worse than comparable schools implementing fewer. Finally, we find differences in the probability of student mobility from lower performing schools.

scholarly journals Key factors affecting people’s unwillingness to be confined during the COVID-19 pandemic in Spain: a large-scale population study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Marina Martinez-Garcia ◽  
Alejandro Rabasa ◽  
Xavier Barber ◽  
Kristina Polotskaya ◽  
Kristof Roomp ◽  
...  
Keyword(s):  
Large Scale ◽  
Psychological Impact ◽  
Important Variable ◽  
Policy Makers ◽  
Factors Affecting ◽  
Time Period ◽  
Economic Support ◽  
Gender And Age ◽  
Scale Population ◽  
The Impact

AbstractPopulation confinements have been one of the most widely adopted non-pharmaceutical interventions (NPIs) implemented by governments across the globe to help contain the spread of the SARS-CoV-2 virus. While confinement measures have been proven to be effective to reduce the number of infections, they entail significant economic and social costs. Thus, different policy makers and social groups have exhibited varying levels of acceptance of this type of measures. In this context, understanding the factors that determine the willingness of individuals to be confined during a pandemic is of paramount importance, particularly, to policy and decision-makers. In this paper, we study the factors that influence the unwillingness to be confined during the COVID-19 pandemic by the means of a large-scale, online population survey deployed in Spain. We perform two types of analyses (logistic regression and automatic pattern discovery) and consider socio-demographic, economic and psychological factors, together with the 14-day cumulative incidence per 100,000 inhabitants. Our analysis of 109,515 answers to the survey covers data spanning over a 5-month time period to shed light on the impact of the passage of time. We find evidence of pandemic fatigue as the percentage of those who report an unwillingness to be in confinement increases over time; we identify significant gender differences, with women being generally less likely than men to be able to sustain long-term confinement of at least 6 months; we uncover that the psychological impact was the most important factor to determine the willingness to be in confinement at the beginning of the pandemic, to be replaced by the economic impact as the most important variable towards the end of our period of study. Our results highlight the need to design gender and age specific public policies, to implement psychological and economic support programs and to address the evident pandemic fatigue as the success of potential future confinements will depend on the population’s willingness to comply with them.

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