The Influence of Federal Accountability Designation on the Morale of Teachers in Public Middle Schools in New York PDF Download
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Author: Angelina Bergin
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 105
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Book Description
The No Child Left Behind Act of 2001 (NCLB) has placed a great responsibility on the classroom teacher to increase student performance. The pressures associated with the reforms necessary to improve student achievement have taken a toll on the morale of teachers. The purpose of this quantitative research was to explore the association between the morale of teachers in public middle schools in New York state and federal accountability designations in the age of accountability under NCLB. This study utilized the Teacher Outlook and Perception Survey (Anderson, 1999) to collect survey data from 226 respondents grouped by federal designations as defined by New York State Education Department (NYSED). A comparison of teacher morale by differing accountability designations was conducted using Analysis of Variance (ANOVA) and a post hoc Tukey test. The findings indicate that there is a statistically significant difference in teacher morale by accountability designation. Supporting research findings indicated that there was a difference in teacher retention by accountability designation. Additionally, regression analysis established that specific leadership behaviors were related to teacher morale. A regression analysis and t-test showed that gender did not interact with teacher morale and accountability designations at a statistically significant level. Recommendations for future research include exploring the relationship among teacher morale, socioeconomic status of schools, school size, teacher expectations and whether the negative identification diminishes morale contributing to poor student achievement and the beginning of an accountability cycle.
Author: Angelina Bergin
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 105
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Book Description
The No Child Left Behind Act of 2001 (NCLB) has placed a great responsibility on the classroom teacher to increase student performance. The pressures associated with the reforms necessary to improve student achievement have taken a toll on the morale of teachers. The purpose of this quantitative research was to explore the association between the morale of teachers in public middle schools in New York state and federal accountability designations in the age of accountability under NCLB. This study utilized the Teacher Outlook and Perception Survey (Anderson, 1999) to collect survey data from 226 respondents grouped by federal designations as defined by New York State Education Department (NYSED). A comparison of teacher morale by differing accountability designations was conducted using Analysis of Variance (ANOVA) and a post hoc Tukey test. The findings indicate that there is a statistically significant difference in teacher morale by accountability designation. Supporting research findings indicated that there was a difference in teacher retention by accountability designation. Additionally, regression analysis established that specific leadership behaviors were related to teacher morale. A regression analysis and t-test showed that gender did not interact with teacher morale and accountability designations at a statistically significant level. Recommendations for future research include exploring the relationship among teacher morale, socioeconomic status of schools, school size, teacher expectations and whether the negative identification diminishes morale contributing to poor student achievement and the beginning of an accountability cycle.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 576
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Book Description
Author: Emilyn Ruble Whitesell
Publisher:
ISBN:
Category :
Languages : en
Pages : 13
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Book Description
School accountability systems are a popular approach to improving education outcomes in the United States. These systems intend to "hold schools accountable" by assessing school performance on specific metrics, publishing accountability reports, and some combination of rewarding and sanctioning schools based on performance. Additionally, most states and many districts rank or categorize schools in some capacity. New York City (NYC), in particular, was an early adopter of a letter-grade (A-F) ranking system. School letter grades are intended to provide "new" information about school quality and to affect how community members view their schools. Ultimately, however, whether accountability letter grades influence stakeholders' perceptions of schools is an empirical question. This paper explores the extent to which NYC's letter-grade accountability system affects parent, teacher, and student perceptions of their schools; in particular, it focuses on agreement about academic expectations and discipline, as much research documents the relationship between these school factors and student outcomes. The analysis addresses two key research questions: First, does NYC's accountability system affect parent, teacher, or student perceptions of their schools? Does it improve or worsen perceptions, and how does this vary by stakeholder group and school context? Second, does NYC's accountability system affect congruence in stakeholder perceptions, both within and between groups? That is, does accountability contribute to a shared understanding of the school environment among parents, teachers, and students? This study uses New York City data for the 2006-07 (2007) to 2011-12 (2012) academic years. The school-level analytic sample includes all middle schools with at least ten percent of parents, teachers, and students responding to the Learning Environment Survey (LES). The analytic sample includes approximately 95% of all NYC middle schools. Results indicate that in NYC, accountability increases within-group congruence for parents and teachers but decreases congruence for students. Furthermore, accountability positively affects stakeholder perceptions of expectations and discipline, with the exception that accountability contributes to lower student perceptions of expectations. Tables and figures are appended.
Author: Rebecca Dizon-Ross
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Does holding schools accountable for student performance cause good teachers to leave low-performing schools? Using data from New York City, which assigns accountability grades to schools based on student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the school grade distribution, I find that a lower accountability grade decreases teacher turnover and increases joining teachers' quality. A likely channel is that accountability pressures induce increases in principal effort at lower-graded schools, especially among high-quality principals, and teachers value these changes. In contrast, at the top end of the school grade distribution, where accountability pressures are lower, low accountability grades may negatively impact joining teachers' quality.
Author: Laura S. Hamilton
Publisher: Rand Corporation
ISBN: 083304270X
Category : Social Science
Languages : en
Pages : 303
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Book Description
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. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1072
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Book Description
Author: Jean Johnson
Publisher:
ISBN: 9780923993481
Category :
Languages : en
Pages : 27
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Book Description
"The Kettering Foundation studies the problems that keep our democracy from working as it should. One of these is a lack of trust that has eroded confidence in our major institutions, including the public schools. To remedy this problem, federal, state, and local officials have pursued a broad range of reforms aimed at ensuring that the nation¿s public school system is more accountable. Most Americans applaud the goals of this accountability movement, and they support some of what it has accomplished. However, new research from the Kettering Foundation and Public Agenda suggests that there are important differences between the way most leaders and most parents define and think about accountability in public education. "Will It Be on the Test" summarizes this research, which includes focus groups held in Washington, DC; Detroit; New Orleans; Westchester County, NY; Birmingham, AL; and Denver. Divided in three sections, the report lays out areas of agreement, where leaders and parents see eye-to-eye on accountability, and areas of tension, where the perspectives of leaders and parents part company. Finally, it explores whether it is possible to blend the competing views and poses some questions for the field." --Kettering Foundation web site
Author: Martin Silverman
Publisher:
ISBN:
Category :
Languages : en
Pages : 540
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Book Description
Author: Amanda Dillon
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 153
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Book Description
In an era increasingly dominated by a shift towards standardization and high stakes testing in education, accountability based reforms (ABR) that are aimed at improving outcomes for students who have been historically marginalized may actually be forcing teachers to abandon culturally relevant practices that have long been thought to be an important way to equalize educational experiences and empower these very same students. While both social justice education and ABR advocate improving education for minority students, I explored whether there was additional pressure placed on social justice educators by their attempt to navigate ABR while maintaining their identities and core beliefs as social justice educators. Despite early findings that ABR limits the curriculum and focuses skills-based instruction on testing questions(see, for example, Finnegan, 2007; Rowan, 1996; Hamilton, Steecher, & Yuan, 2008; Firestone, Mayrowetz, & Fairman, 1998), standardized testing and ABR are a reality that educators must address, and social justice educators must find ways to do so while holding all students to high standards, developing critical consciousness in their students, and creating a curriculum that represents diverse knowledge and ways of knowing (Feger, 2006; Brown, 2003; Sheets, 1995; Ladson-Billings, 1995). This phenomenological case study of two teachers, one in a traditional public school and one in a charter school, examined the ways that their discourses around their social justice identities were shaped by both the policy and school. Analysis of these discourses using Gee's (2011) tool demonstrated that the context in which the teacher worked, the amount of support and collaborative opportunities available, and the personal educational and racial history of the teacher all influenced the figured worlds that they developed surrounding social justice and ABR. Both teachers enacted figured worlds that represented an amalgamation of political and social goods valued by ABR and SJE. Ultimately, the discourses of these two teachers pointed to a need for less emphasis on standardized test data in evaluating teacher and student growth, more opportunities for collaboration, and greater attention in research to the ways that social justice educators can use ABR policies to support the development of social justice oriented classroom curriculum.
Author: Kenneth A. Sirotnik
Publisher:
ISBN: 9780807744659
Category : Education
Languages : en
Pages : 182
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Book Description
Kenneth Sirotnik asserts that however well-intentioned, past and current accountability practices in public education are miseducative, misdirected, and misanthropic. In this provocative book, well-respected educators join Sirotnik to provide critical analyses and sophisticated perspectives on prevailing high-stakes accountability practices. They offer both conceptual and practical foundations for rethinking what it means to act responsibly when it comes to calling our schools, school systems, educators, and students into account.
