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Abstract
With the enactment of the No Child Left Behind Act, an unprecedented amount of pressure has been placed upon schools to increase student achievement. During the 2009-2010 school year, Evergreen Elementary School was in Year Four of school improvement for failing to make Annual Yearly Progress (AYP) in both reading and math. Drawing on observational and interview data from upper elementary school teachers, this paper will explore how striving to make AYP impacted teachers including increased workloads and stress, and how these factors led to teachers leaving the school, with a focus on a single teacher’s experiences.
Keywords
NCLB, accountability, school reform, policy implementation, qualitative
Publication Date
9-15-2014
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
DOI
10.46743/2160-3715/2014.1010
Recommended APA Citation
Orange, A. (2014). What They Left Behind: A Case Study of Teachers' Experiences with School Improvement at Evergreen Elementary School. The Qualitative Report, 19(37), 1-16. https://doi.org/10.46743/2160-3715/2014.1010
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Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Social Statistics Commons
