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Series

University of Pennsylvania

Public Affairs, Public Policy and Public Administration

2012

CPRE Policy Briefs

Articles 1 - 2 of 2

Full-Text Articles in Education

Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver Sep 2012

Learning From Nclb: School Responses To Accountability Pressure And Student Subgroup Performance, Elliot H Weinbaum, Michael J. Weiss, Jessica K. Beaver

CPRE Policy Briefs

Much has been written in the last decade about the spotlight that the No Child Left Behind Act (NCLB) shines on schoolperformance. Proponents and opponents alike are quick to discuss the law’s rigid definitions of school performance— exemplified by the classification of schools as making Adequate Yearly Progress (AYP) or not making AYP based largely on annual tests in reading and mathematics, disaggregating school performance by student subgroups, and requiring that all schools reach 100% proficiency. Yet for all its rigidity, the law has offered schools little guidance on how to make use of the performance data that the ...


Measuring School Capacity, Maximizing School Improvement, Jessica K. Beaver, Elliot H. Weinbaum Jul 2012

Measuring School Capacity, Maximizing School Improvement, Jessica K. Beaver, Elliot H. Weinbaum

CPRE Policy Briefs

Given the nearly ubiquitous use of the term "capacity" in education policy discourse, this policy brief offers a common framework for analyzing capacity that educators, policymakers, and researchers alike can apply and understand with consistency. Drawing data from a larger three-year CPRE study of school responses to accountability in Pennsylvania, the authors' goal is not to provide an easy, new, one-sentence definition, but rather to create a shared language that can be applied to research and improvement efforts in schools. To accomplish this, the authors break capacity down into component parts, explaining how each one builds off the next and ...