Signed into Law on January 8, 2002, the 1,180 page No Child Left Behind Act (NCLB) shifted the course of public education in America. For the first time accountability was firmly placed at the center of school operations by requiring a systematic approach to achieving reform and improving all areas of school life (Wanker & Christie, 2005). As plans were quickly implemented to meet deadlines, strong opposition was voiced to the unfair way the primary requirement of Adequate Yearly Progress (AYP), was to be measured. Using a status model, success was measured by using a snapshot of educational progress compared to a predetermined goal or dissimilar group of students. Credit could not be earned for progress of non-proficient students. In response, educational researchers have introduced growth modeling as a way to give credit to schools and districts when students make progress on standardized tests yet remain below the proficient mark (Andrejki, 2004; Callender, 2004; Hull, 2008). In December 2005, the United States Department of Education opened a pilot project allowing states to apply to use growth modeling in NCLB accountability plans (United States Department of Education, 2005). This dissertation research examines the implementation of a growth model program in three states: Delaware, Iowa and North Carolina. These states were chosen for their differences on a multitude of factors to provide a rich description of growth model implementation. Using qualitative research techniques the decisions, implementation, data use, and statistical considerations were examined. The findings reveal substantial information on the growth model implementation process with three significant themes emerging from the data. Stakeholders played a significant role in each step of the process at varying degrees in each state. The involvement of stakeholders was found to be important when making decisions and also to garner support for each program. Reporting results to stakeholders was a central piece of each state plan. Lastly, in all three states policy makers and technology efforts saw the benefit of working together to ensure that business rules were possible to implement and the results understandable. The research contributes a rich description of real-world growth model implementation experiences in state level NCLB accountability plans to three important bodies of academic literature: No Child Left Behind, Growth Modeling, and Policy Implementation. Additionally, the discoveries start a guide for educational leaders to evaluate when deciding to add the statistical procedures into NCLB accountability plans.
Subject (authority = RUETD)
Topic
Education
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4651
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
xii, 136 p. : ill.
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Jennifer L. Gardella
Subject (authority = ETD-LCSH)
Topic
Education--Aims and objectives--Delaware
Subject (authority = ETD-LCSH)
Topic
Education--Aims and objectives--Iowa
Subject (authority = ETD-LCSH)
Topic
Education--Aims and objectives--North Carolina
Subject (authority = ETD-LCSH)
Topic
Education--Curricula--Law and legislation--United States
Rutgers University. Graduate School - New Brunswick
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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.