Lutz, Randal Alan
(2004)
Response of Selected Middle Schools to the Accountability Demands of No Child Left Behind within Mathematics Curriculum and Instruction.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Schools are struggling to meet the accountability demands for increased student achievement associated with the No Child Left Behind Act of 2001. Instructional philosophies and programs characteristics are being affected as schools are forced to view standardized testing results as a single measure of success. The findings of the study lend insight into the implementation of the No Child Left Behind Act of 2001 within the middle school setting for administrators and teachers within the middle school that are attempting to meet the Adequate Yearly Progress demands required by this legislation. The three middle schools used in the study were recognized as exemplary for their implementation of programming consistent with the essential elements of a middle school (NMSA, 1982). It was important to determine the extent middle school philosophy had taken hold within each of the schools. Use of the essential elements provided a common reference point to for comparison purposes. Data was collected from a variety of sources that included a review of school programs, PSSA data analysis, and interviews at each school consisting of the principal and a math teacher from each grade level (6, 7, and 8). The data was collected at each school independent of the other sites as to create authentic case study accounts of each school's degree of adaptation in response to the accountability demands for increased student achievement associated with NCLB.While the schools had realized past success, each school had begun to implement changes to the academic programming aimed to further increase achievement. Strategies being implemented differed slightly among schools, however, in all cases, elements of the middle school had begun to vanish. The amount of change to the programs present was related to the degree of need due to the presence of student subgroups within the school. The school review conducted as part of the Eichhorn Award nomination proved valuable as schools considered elements for change. Middle school leaders faced with similar circumstances in which the demands of increased student achievement have forced variations from their existing middle level program can utilize this study of school adaptation.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
15 December 2004 |
| Date Type: |
Completion |
| Defense Date: |
10 December 2004 |
| Approval Date: |
15 December 2004 |
| Submission Date: |
5 December 2004 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
adaptation; assessment; Donald Eichhorn Award; highly qualified teachers; modern middle school; sanctions; school review; standards; teaming |
| Other ID: |
http://etd.library.pitt.edu/ETD/available/etd-12052004-184502/, etd-12052004-184502 |
| Date Deposited: |
10 Nov 2011 20:08 |
| Last Modified: |
15 Nov 2016 13:53 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/10052 |
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