Educators' Perceptions of the Impact of Test-based Accountability Policies on Teaching and Learning in High-poverty and Low-poverty Schools
Test-based accountability policies aim to increase student achievement for all students and reduce achievement gaps by improving classroom instruction. This study compared how educators in two high-poverty and two low-poverty elementary schools in an urban North Carolina school district perceived the impact of test-based accountability on teaching and learning. The study used interview methods to explore educators' response to test-based accountability policies and to examine why they have responded in particular ways. There were many similarities in educators' perceptions, both positive and negative, across different types of schools; however, educators from high-poverty schools tended to have more negative perceptions about the policies than did educators from low-poverty schools.The majority of the teachers (29) at both the high- and low-poverty schools said the pacing guides and curriculum maps were ... for grades 3, 4, and 5 specified which objectives should be taught in mathematics, reading, and writing each week.
| Title | : | Educators' Perceptions of the Impact of Test-based Accountability Policies on Teaching and Learning in High-poverty and Low-poverty Schools |
| Author | : | |
| Publisher | : | ProQuest - 2008 |
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