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Author Luizzi, Bryan Dominick
Title Accountability and the principalship: The influence of No Child Left Behind on middle school principals in Connecticut
book jacket
Descript 272 p
Note Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2411
Adviser: Thomas Sobol
Thesis (Ed.D.)--Teachers College, Columbia University, 2006
The purpose of this study was to measure perceptions of the influence No Child Left Behind (NCLB) has on leadership practices of Connecticut middle-school principals. To do so, this research used survey methodology to determine principals' and teachers' perceptions of the influence of NCLB on principal leadership. Data were collected through a 58-item questionnaire designed for this study. Principals' and teachers' responses were compared, as were principals' responses and years of experience as a principal, Educational Reference Group, and the principals' perceptions of the school's ability to meet NCLB expectations in the future
This study had two phases of data collection. In the first phase, a stratified-random sample of 21 schools were contacted and asked to participate. Nine principals agreed to their schools' participation in this research, and 51 (57%) teachers participated by responding to the online questionnaire. In the second phase of data collection, all principals in Connecticut's 170 middle schools were contacted and invited to participate. 42 (25%) principals participated in the study by responding to the online questionnaire for principals
Both principals and teachers identified budgetary constraints and the lack of remediation services as primary constraints to meeting NCLB expectations. Additionally, principals (79%) and teachers (82%) identified special education as the subgroup most at risk of underperforming. Furthermore, principals and teachers agreed that NCLB had an influence on professional development and student assessment. They also agreed that NCLB has had little or no influence on class sizes and curriculum. Principals were more positive than teachers concerning the impact of NCLB on leadership. In the open-ended responses, both principals and teachers noted significant issues with NCLB, namely, a narrowing of the curriculum, the calculation of Average Yearly Progress, and the consequences when schools fail to make AYP
The value of this study lies in its potential to provide insight into the influence of NCLB on middle school leadership in Connecticut. By looking specifically at the principalship, this study explored consequences of accountability on leadership. This information can be useful to policymakers, practitioners, and state leaders seeking to understand the influence of high-stakes accountability on middle-school leadership in Connecticut
School code: 0055
DDC
Host Item Dissertation Abstracts International 67-07A
Subject Education, Administration
Education, Secondary
Political Science, Public Administration
0514
0533
0617
Alt Author Teachers College, Columbia University
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