Special Education in the First Decade of No Child Left Behind Legislation: Patterns of Student Performance and Teachers' Perceptions in One School District

2012 ◽  
Author(s):  
Oluronke Akintade-Ogunleye
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
School District ◽  
Student Performance ◽  
Teachers Perceptions ◽  
Left Behind

Special Education Teachers' Perceptions of Benefits, Barriers, and Components of Community-Based Vocational Instruction

2010 ◽  
Vol 48 (5) ◽  
pp. 313-329 ◽  
Author(s):  
Rah Kyung Kim ◽  
Stacy K. Dymond
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Teaching Experience ◽  
Community Based ◽  
Teachers Perceptions ◽  
Left Behind ◽  
Barriers To Implementation ◽  
Vocational Curriculum

Abstract This study investigated special education teachers' perceptions of the benefits, barriers, and components of community-based vocational instruction (CBVI). Participants included special education teachers (N  =  68) from randomly selected high schools in Illinois who had experience delivering vocational curriculum to students with disabilities. Data collection occurred via a survey. Special education teachers perceived CBVI to result in numerous benefits for students with disabilities. Limited resources, requirements of the No Child Left Behind Act, and student issues were identified as barriers to implementation. Incongruence existed between teachers' ratings of the importance and use of the components of CBVI. Years of teaching experience, types of students with disabilities served, size of school, and experience with CBVI affected teachers' perceptions of CBVI.

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.

Under Pressure: Job Security, Resource Allocation, and Productivity in Schools under No Child Left Behind

2014 ◽  
Vol 6 (3) ◽  
pp. 207-241 ◽  
Author(s):  
Randall Reback ◽  
Jonah Rockoff ◽  
Heather L. Schwartz
Keyword(s):  
No Child Left Behind ◽  
Job Security ◽  
High Stakes ◽  
Teachers Perceptions ◽  
Left Behind ◽  
Passing Rates ◽  
Class Instruction ◽  
Specialist Teachers ◽  
Standardized Exams ◽  
Nclb Act

We conduct the first nationwide study of incentives under the No Child Left Behind (NCLB) Act, which requires states to punish schools failing to meet target passing rates on students' standardized exams. States' idiosyncratic policies created variation in the risk of failure among very similar schools in different states, which we use to identify effects of accountability pressure. We find NCLB lowers teachers' perceptions of job security, shifts time towards specialist teachers in high-stakes subjects and away from whole-class instruction, and has positive or neutral effects on students' enjoyment of learning and achievement in reading, math, and science. (JEL H52, H75, I21, I28, J45)

Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida

2016 ◽  
Vol 118 (13) ◽  
pp. 1-22 ◽  
Author(s):  
Patrice Iatarola
Keyword(s):  
High School ◽  
No Child Left Behind ◽  
Student Performance ◽  
Critical Mass ◽  
School Experiences ◽  
Race To The Top ◽  
High School Experiences ◽  
Left Behind ◽  
Course Offerings ◽  
Advanced Courses

This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

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