A number of studies have examined the impact of school accountability policies, including No Child Left Behind (NCLB), on student achievement. However, there is relatively little evidence on how school accountability reforms and NCLB, in particular, have influenced education policies and practices. This study examines the effects of NCLB on multiple district, school, and teacher traits using district-year financial data and pooled cross sections of teacher and principal surveys. Our results indicate that NCLB increased per-pupil spending by nearly $600, which was funded primarily through increased state and local revenue. We find that NCLB increased teacher compensation and the share of elementary school teachers with advanced degrees but had no effects on class size. We also find that NCLB did not influence overall instructional time in core academic subjects but did lead schools to reallocate time away from science and social studies and toward the tested subject of reading.

Background Over the past decade, most of the quantitative studies on teacher preparation have focused on comparisons between alternative and traditional routes. There has been relatively little quantitative research on specific features of teacher education that might cause certain pathways into teaching to be more effective than others. The vast majority of evidence on features of preservice preparation comes from qualitative case studies of single institutions that prepare teachers. Among the few large-scale cross-institution studies that exist, most provide only descriptive trends that fail to account for teacher and school characteristics that might explain apparent relationships in the data. Additionally, these studies typically look at state- or district-level data, providing little information on national trends. Purpose Focusing on two features of preparation commonly targeted by certification policies, this study asks: Does completing more practice teaching and methods-related coursework predict teachers’ retention and perceived instructional preparedness? Do the results vary for different kinds of teachers and schools. Research Design This is a secondary analysis of data from the two most recent administrations of the Schools and Staffing Survey (SASS), a nationally representative survey of teachers that includes information about preservice preparation, retention, and perceptions of preparedness. We link surveyed teachers to Common Core of Data on their schools and to Barron's ratings of college competitiveness. Data Analysis We use linear and logistic regression with state and district fixed effects, as well as comprehensive controls for school and teacher characteristics, to estimate whether completing more practice teaching and methods-related coursework predicts teachers’ self-perceived instructional preparedness and persistence in the profession. Findings We find that teachers who completed more methods-related coursework and practice teaching felt better prepared and were more likely to stay in teaching. These positive relationships were similar across alternative and traditional routes and tended to be greater among graduates from competitive colleges, males, and mathematics and science teachers, as well as teachers in urban, rural, and secondary schools. Conclusions Our study provides some of the best suggestive evidence to date that teacher education programs, and certification policies that influence them, can improve teachers’ preparedness and persistence by increasing requirements for practice teaching and methods-related coursework. Policy makers often consider reducing preparation requirements to increase the supply of academically talented and underrepresented teacher groups. Finding these groups to be at least as, and usually more, responsive to additional preparation raises some concern that reducing requirements could have negative consequences for their preparedness and retention.

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte.Dual-credit courses expose high school students to college-level content and provide the opportunity to earn college credits, in part to smooth the transition to college. With the Tennessee Department of Education, we conduct the first randomized controlled trial of the effects of dual-credit math coursework on a range of high school and college outcomes.We find that the dual-credit advanced algebra course alters students' subsequent high school math course-taking, reducing enrollment in remedial math and boosting enrollment in precalculus and Advanced Placement math courses. We fail to detect an effect of the dual-credit math course on overall rates of college enrollment. However, the course induces some students to choose four-year universities instead of two-year colleges, particularly for those in the middle of the math achievement distribution and those first exposed to the opportunity to take the course in 11 th rather than 12 th grade. We see limited evidence of improvements in early math performance during college. JEL Classification:I21, I23, I24, I28Nate.Schwartz@tn.gov; and Dynarski at dynarski@umich.edu. All opinions and any errors are our own.the opportunity to enroll in the course in 11 th grade. Among college-goers in that middleachieving group, we find that participation in the dual-credit math course reduces the likelihood of withdrawing from a college-level math course within one year of high school completion.However, apart from this finding, we see little evidence of improvements in early math performance during college due to enrollment in the dual-credit high school math course.The paper unfolds as follows: In the next section we describe the Tennessee policy context from which the dual-credit initiative arose and then detail specific elements of the dual-credit math course. Section III describes the data and our empirical approach. Section IV presents the main results. Section V discusses implementation in schools and costs of the dual-credit initiative. Section VI concludes.

State longitudinal data systems (SLDSs) have created more opportunities than ever before for rigorous research to influence education policy decisions. As state practitioners who play central roles in building and using our states' longitudinal data systems, we are excited about their promise for supporting policymaking and research. Yet, we also recognize that the data in SLDSs will not answer many of our most pressing research questions, nor will the presence of these systems create the meaningful collaboration between researchers and practitioners that we feel is needed to inform our states' policy landscapes. The barriers to the kinds of research we need are mostly unrelated to the promises of SLDSs. We outline the challenges we have experienced in developing research agendas, building our internal capacity for research, and working with external partners, and we identify the research questions we need to answer that are not easily addressed with SLDS data.

Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.