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NCLB's effects on teachers' perceptions, satisfaction, and career intentions

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posted on 28.06.2013 by Carrie L. Scholz
The purpose of this study was to measure the relationship between NCLB and teachers' workplace perceptions, career satisfaction, and career intentions. I employed two designs - one at the national-level and the other at the state-level. At the national-level, I examined the changes in public, private, and Catholic teachers’ outcomes from pre- to post-NCLB. At the state-level, I examined the relationship between NCLB and the outcomes of interest for teachers in four groups of states- those with high student proficiency standards that either did or did not have strong school accountability prior to 2002, and those with low student proficiency standards that either did or did not have strong accountability before 2002. For both designs, I analyzed teachers' responses to items from the Schools and Staffing Survey that were representative of teachers’ responses at the national and state levels from 1987, 1990, 1993, 1999, 2003 and 2007.

History

Advisor

Mayrowetz, David

Department

Educational Policy Studies in Urban Education

Degree Grantor

University of Illinois at Chicago

Degree Level

Doctoral

Committee Member

Smylie, Mark Superfine, Benjamin Karabatsos, George Laine, Sabrina

Submitted date

2013-05

Language

en

Issue date

28/06/2013

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