United States. No Child Left Behind Act of 2001; Education -- Standards -- United States; Educational accountability -- United States; School principals -- Connecticut
This study examined Connecticut principals’ perceptions of the value of standards-based education and standardized testing, and the actions they have taken because of these conditions to improve student achievement. A descriptive research design...
The purpose of this thesis is to suggest effective data collection strategies that drive individualized and differentiated instruction that meets the Common Core State Standards. Due to high-stakes testing, teachers are expected to use qualitative...
