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作者

来源

URBAN EDUCATION,Vol.53,Issue5,P.591-620

语言

英文

关键字

No Child Left Behind; programs; school choice; urban education; high school; STUDENT-ACHIEVEMENT; TEACHER; MATHEMATICS; ENGAGEMENT; STRATEGIES; CURRICULUM; CLASSROOMS; AUTHORITY; STANDARDS; IMPACT

作者单位

[Northrop, Laura; Kelly, Sean] Univ Pittsburgh, Dept Adm & Policy Studies, Pittsburgh, PA USA. Northrop, L (reprint author), Univ Pittsburgh, 5500 Wesley W Posvar Hall,230 S Bouquet St, Pittsburgh, PA 15260 USA. E-Mail: lsn6@pitt.edu

摘要

This study investigates whether adequate yearly progress (AYP) status, locale, and sector-common variables used to judge the quality of schools-accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics, we find that there is no difference in the use of developmental instruction between schools that make AYP and schools that do not, urban and nonurban schools, and public and private schools.