This paper is a research proposal to evaluate if, in the aftermath of "No Child Left Behind", the control of educational capital has passed out of the hands of teachers and administrators into the hands of far-off bureaucrats.
Written in 2005; 1,170 words; 6 sources; APA; $ 40.95
Paper Summary:
This paper explains the need to answer questions concerning educational capital, standardized testing and accountability and its effect on and acceptance by California teachers; thereby, the paper proposes using a combination of statistical research with case studies and interviews. The author suggests tracking California college enrollment, which is reported to be the best indicator of the condition of education, for the past twenty years; at points of peaks or valleys, it will be noted if there was an increase or decrease in standardized testing statewide at these times. The paper relates that veteran teachers, who have been teaching for at least twenty year and are still teaching, will be interviewed concerning their relative classroom procedures twenty years ago, ten years ago and for the past two years and asked to comment on the nature of the changes in their teaching caused by increasing testing and accountability demands.
Table of Contents
Introduction
Literature Review
Methodology
From the Paper:
"Christie made the undeniable connection between education and human capital. She cites a report from the Organization for Economic Co-operation and Development (OECD) that correlated human capital "the knowledge and skills derived from education, training, and experience" with national well-being--"economic growth, better health, lower crime, political and community participation, and social cohesion." Despite noting that education levels in the United States were high and rising, Christie also noted that the trend seemed to have leveled off; if it did so, it had begun to do so long before the past few years of No Child Left Behind."
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