The quality and distribution of teachers under the No Child Left Behind Act

摘要

To change the existing incentives in schools with the ultimate objective that all students meet a proficiency standard. The study uses the categories of grading in the Texas school system 1. Exemplary, 2. Recognized, 3. Academically acceptable, and 4. Academically unacceptable, to compare the accountability ratings (before and after NCLB) for: 1. Same school, 2. Different school-same district, 3. New district, and 4. Exit Texas Public Schools Texas system, to index the pressures of accountability in each school and examines whether those pressures strengthen following the passage of NCLB. It is found that passage of the No Child Left Behind Act does not have much effect on elementary teachers transitioning to job not Involving testing for accountability.