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No Child Left BehindConsequences for SchoolsWhat States Are Doing (Additional Resources)
 What States Are Doing
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Accountability--School Improvement

State Policies for School Restructuring MS Word PDF - This document gives a detailed look at state policies for school restructuring, as defined by the No Child Left Behind Act. It includes an analysis of state policies allowing low-performing schools to be closed and reopened as charter schools. (Todd Ziebarth, Education Commission of the States, December 2004)...

The Turnaround Challenge: State Strategies for Turning Around Low-Performing Schools and Districts - NASBE recently launched an online tool for state policymakers designed to facilitate discussion and provide insights from some of the nation's education leaders on how states can design coherent strategies to improve their lowest performing schools and districts. The microsite organizes video clips and questions for policymakers in six themes alongisde PowerPoints, publilcations and other materials drawn from a forum convened by NASBE and the Council of Chief State School Officers in spring 2009. (NASBE, September 2009)...

The Sit-Down Dinner: Formalizing Restructuring Under the No Child Left Behind Act in Michigan - CEP reviewed restructuring documents, analyzed state test data, and interviewed decision makers at the state and regional level in the fall and winter of 2007-08. They also conducted case studies of restructuring through interviews and documents reviews in four Michigan school districts and in nine schools within these districts. Several key points emerged from their analysis. (Caitlin Scott, Maureen Kelleher, Jack Jennings and Diane Rentner, CEP, April 2008)...

Corrective Action in Low-performing Schools: Lessons for NCLB Implementation from State and District Strategies in First-generation Accountability Systems - This report examines accountability systems initiated in seven states and two large districts prior to 2001 to learn what lessons apply to No Child Left Behind. Through the use of evaluative reports, policy documents and interviews with state officials and researchers, the authors identify eight key lessons: (1) sanctions are not the fallback solution; (2) no single strategy has been universally successful; (3) staging should be handled with flexibility; (4) intensive capacity building is necessary; (5) a comprehensive bundle of strategies is key; (6) relationship-building needs to complement powerful programs; (7) competence reduces conflict; and (8) strong state commitment is needed to create system capacity. (Heinrich Mintrop and Tina Trujillo, Graduate School of Education and Information Studies, University of California, Los Angeles, July 2005)...

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