Staff View
Personnel allocation in middle schools in the state of New Jersey

Descriptive

TitleInfo
Title
Personnel allocation in middle schools in the state of New Jersey
SubTitle
an examination of school context, accountability pressure, and teacher assignments
Name (type = personal)
NamePart (type = family)
Kirk
NamePart (type = given)
Kelly L.
NamePart (type = date)
1978-
DisplayForm
Kelly Kirk
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Baker
NamePart (type = given)
Bruce D
DisplayForm
Bruce D Baker
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Lugg
NamePart (type = given)
Catherine A
DisplayForm
Catherine A Lugg
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Tramaglini
NamePart (type = given)
Thomas W
DisplayForm
Thomas W Tramaglini
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The key purpose of the No Child Left Behind Act of 2001 was to improve public education for all students in the United States, with a focus on closing the achievement gap between advantaged and disadvantaged students (Kantor & Lowe, 2006; Linn, Baker & Betebenner, 2002). The notion behind NCLB, to close the achievement gap, was praised, even by the Act’s opponents (Kantor & Lowe, 2006; Hursh, 2007). However, the methods and systems mandated by the Act to meet this goal were met with controversy, as were the studies and data that supported the system of high-stakes testing for driving gains in student achievement (Ellis, 2007; Hursh, 2007; Jones, 2007; Karen, 2005; Linn, Baker & Betebenner, 2002; Nelson et. al., 2007; Nichols, 2007; Roach & Frank, 2007; Vasquez-Heilig & Darling-Hammond, 2008). Many unforeseen consequences have occurred that are likely a result of the individual states adopting and enforcing high-stakes testing programs as mandated by NCLB. The narrowing of the curriculum (Dillon, 2006; Ellis, 2007; Hursh, 2007; Jones, Jones, & Hargrove, 2003; Kohn, 2000; Kozol, 2005; McNeil, 2000), an increased focus on basic-skills only education (Booher-Jennings, 2005; Ellis, 2007; Kohn, 2000), the reduction of attention and time devoted to non-tested subject areas (Dillon, 2006; Kantor & Lowe, 2006; Marx & Harris, 2006; Parsad & Spiegelman, 2012; Winstead, 2011) , and the elimination of low-performing students from school (Kohn, 2000; Nichols & Berliner, 2008; Vasquez-Heilig & Darling-Hammond, 2008) have all been observed and documented. Some researchers have reported the extreme; that NCLB has led to a widening of the achievement gap between white and non-white students (Hursh, 2007) and has decreased the quality and availability of education to minority students, low-income students, and students in schools which struggle to meet federal NCLB benchmark scores (Kohn, 2000; Vasquez-Heilig & Darling-Hammond, 2008). The results and implications of these findings are a cause for concern. This dissertation addresses the need for additional research into this area by adding to the knowledge base that currently exists relating to the study of personnel resource allocations of school districts in different “contexts”, or demographic situations (Brent, Roellke, and Monk 1997; Monk and Hussain, 2000; Baker, 2003; Sipple & Killeen, 2004; Killeen & Sipple, 2005; Baker, 2012). The goal of this research was to uncover data trends in staff resource allocation patterns in the three hundred and two middle schools in the state of New Jersey. Descriptive statistics relating to staff resource allocation in sixteen different curricular areas in four socioeconomic status context groups and four accountability pressure context groups were examined. The data gathered for this study supports the above-stated claims that NCLB has negative unintended side effects which may actually decrease the quality and robustness of the public education offered to all students.
Subject (authority = RUETD)
Topic
Educational Administration and Supervision
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4653
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
ix, 195 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Kelly L. Kirk
Subject
Name (authority = LC-NAF)
NamePart (type = corporate)
United States.--No Child Left Behind Act of 2001
Subject (authority = ETD-LCSH)
Topic
Discrimination in education--Law and legislation--New Jersey
Subject (authority = ETD-LCSH)
Topic
Educational equalization--New Jersey
Subject (authority = ETD-LCSH)
Topic
Academic achievement--New Jersey
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001500001.ETD.000068520
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T31N7ZR2
Genre (authority = ExL-Esploro)
ETD doctoral
Back to the top

Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Kirk
GivenName
Kelly
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-04-16 19:57:39
AssociatedEntity
Name
Kelly Kirk
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
Back to the top

Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
Back to the top
Version 8.5.5
Rutgers University Libraries - Copyright ©2024