Reports and Publications
Measuring Instructional Responses to Standards-Based Accountability — 2006
Presents framework for measuring how math teachers' survey responses show how that classroom work and emphasis are being shaped by testing in the context of externally mandated state-based accountability (SBA) policies.
Superintendent, Principal, and Teacher Understanding of and Attitudes About Accountability — 2006
Using survey and school site visit data from three states, this study assesses whether educators understand and support the standards-based accountability model that is required under the No Child Left Behind Act.
Instructional Practices Related to Standards and Assessments — 2006
Using two years of survey data from mathematics and science teachers on the standards-based accountability (SBA) requirements mandated by the No Child Left Behind Act, this study explores changes in teachers' classroom content to accommodate SBA.
Using Test-Score Data in the Classroom — 2006
Surveyed elementary and middle school principals and mathematics teachers to identify the formats in which they received test-score data, their opinions on the data's quality, how they used the data, and what hurt or helped effective use of it.
School and District Improvement Efforts in Response to the No Child Left Behind Act — 2006
Presents preliminary findings on improvements in schools and districts after the expectations and consequences raised by the No Child Left Behind Act.
Implementing Standards Based Accountability (ISBA): Study Design, State Context, and Accountability Policies — 2006
Identifies strategies to accelerate the use of standards-based accountability systems in schools and classrooms for improved student achievement.
Introduction to First-Year Findings from the Implementing Standards-Based Accountability (ISBA) Project
This paper was presented as part of the Symposium "Implementing Standards-Based Accountability: Results from Classrooms, Schools and Districts in Three States" at the annual meeting of the American Educational Research Association, Montreal, Canada, April 13, 2005.
Progress in Implementing Standards, Assessments, and the Highly Qualified Teacher Provisions of NCLB
This paper is one in the symposium "Implementing Standards-Based Accountability: Results from Classrooms, Schools, and Districts in Three States" and details findings from RAND's Implementing Standards-Based Accountability (ISBA) study regarding the implementation of these requirements, with a focus on mathematics and science, in California, Georgia, and Pennsylvania.
Organizational Practices
School Improvement, Interventions and Technical Assistance
This paper draws on RAND's Implementing Standards-Based Accountability (ISBA) project to present preliminary findings regarding how improvement and technical assistance are playing out in schools in three states.
Accountability Elements of the No Child Left Behind Act
Adequate Yearly Progress, School Choice, and Supplemental Educational Services
This paper presents preliminary data on the interpretation and implementation of these accountability elements-AYP and the early sanctions of school choice and supplemental educational services-at the state, district, and school levels in three states.
Teachers' Responses to Standards-Based Accountability
In this paper we present preliminary data from the study, with a focus on classroom-level responses to SBA among mathematics and science teachers.
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