In this policy brief, the Consortium for Policy Research in Education (CPRE) examines the extent to which the assumptions in the U.S. “No Child Left Behind” (NCLB) law manifest themselves in the actions taken by school leaders. Specifically, the brief asks and answers the question: How do school leaders—administrators and teachers—respond to the results of state assessment systems and the pressure of performance-based accountability? And do those responses seem to matter to achievement outcomes?
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