Measuring Educational Gains and Setting Consequences: Charter Schooling and the No Child Left Behind Policy

The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one Pittsburgh charter school within the context of a critique of public education in American history. Empirical data was collected through a triangulated research design, which included interviews, surveys, field observations, and content analysis.</p><p> Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school districts in relation with No Child Left Behind emerged as the macro-level focus. This dual focus is intended to increase educators' and policymakers' knowledge about school improvement models, especially in large urban systems.

Name thesis:degree_name

MA

Level thesis:degree_level

Immediate Access

Discipline thesis:degree_discipline

Graduate Center for Social and Public Policy

Year dc:date.available

2004

Author dc:creator

• Lyttle, Erin

Contributors dc:contributor

• Douglas Harper
• Sharon Erickson Nepstad

• charter schools
• education policy
• No Child Left Behind
• public education

Language dc:language

English

Repository record dc:identifier

https://dsc.duq.edu/etd/847

OAI identifier oai:identifier

oai:dsc.duq.edu:etd-1863