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 findings of this quantitative, value-added study suggest that the nature of the content area background of middle school principals has a discernable relationship to student performance outcomes. Student achievement was substantially lower for...
