Don't Fear Labels

May 2011
Principal;May/Jun2011, Vol. 90 Issue 5, p48
In this article the author discusses educational labels such as adequate yearly progress (AYP) and how they affect educators. He is critical of labels as a way to portray the success or lack thereof of a particular school and offers advice for creating goals that he feels aid and evaluate education without instilling fear in educators.


Related Articles

  • Teacher Observation to Assess Student Achievement. Ediger, Marlow // Journal of Instructional Psychology;Sep2007, Vol. 34 Issue 3, p137 

    Whatever has happened to using teacher observation as an approach to assess student achievement? Presently, the emphasis is upon state mandated testing to ascertain student progress. Much is written in educational journals about having students achieve No Child Left Behind (NCLB) federal and...

  • Back to School for Retired Baby Boomers. BUMGARDNER, STAN // District Administration;Oct2009, Vol. 45 Issue 9, p57 

    The article profiles the Exemplary Educators program in Tennessee. According to the article, since the program's creation in the year 2001 it has helped almost 200 schools achieve adequate yearly progress over a two-year period. The program is managed by Edvantia, which recruits retired...

  • URBAN PRINCIPALS' SECOND ORDER CHANGE LEADERSHIP. Taylor, Rosemarye T.; La Cava, Gonzalo S. // Planning & Changing;2011, Vol. 42 Issue 3/4, p224 

    Urban school leaders have challenges in continually improving student achievement and making change as quickly as needed. To address this problem 37 non-Title I principals completed an on-line survey, Principal's Actions Survey (PAS), based on the seven responsibilities for second order change...

  • Coaching the School Principal's Capacity to Lead Underperforming Schools. MEDDAUGH, NANCY K. // Journal of School Public Relations;Spring2014, Vol. 35 Issue 2, p147 

    No Child Left Behind legislation places educators under pressure to increase the achievement of all students and to narrow the achievement gap that exists between economically advantaged students and students who are from different economic, racial, and ethnic backgrounds, as well as students...

  • A comparison between value-added school estimates and currently used metrics of school accountability in California. Fagioli, Loris // Educational Assessment, Evaluation & Accountability;May2014, Vol. 26 Issue 2, p203 

    This study compared a value-added approach to school accountability to the currently used metrics of accountability in California of Adequate Yearly Progress (AYP) and Academic Performance Index (API). Five-year student panel data ( N = 53,733) from 29 elementary schools in a large California...

  • Gender-Friendly Schools. King, Kelley; Gurian, Michael; Stevens, Kathy // Educational Leadership;Nov2010, Vol. 68 Issue 3, p38 

    The article discusses sex differences in education, how boys and girls learn differently, and what Wamsley Elementary School in Rifle, Colorado has done to help both genders to excel academically. The socioeconomic status of the students at Wamsley is discussed as is the school's failure to meet...

  • DRAFT BILL: Changes to AYP.  // Education Week;9/5/2007, Vol. 27 Issue 2, p21 

    The article discusses changes made to the U.S. draft bill regarding the Adequate Yearly Progress (AYP). Analysts acknowledge the validity of measuring academic achievement over time instead of comparing student minority groups with each other. The draft bill requires proficiency from all student...

  • The Long and Winding Road. FLANNERY, MARY ELLEN; HART, KEVIN // NEA Today;Jan/Feb2011, Vol. 29 Issue 3, p34 

    The article discusses examples of school reform measures in struggling schools in the U.S. It addresses the success of John Muir Elementary School in Merced, California, a school with a high percentage of English language learners, in achieving a passing mark on the Adequate Yearly Progress...

  • Transforming High Poverty, Underperforming Schools: Practices, Processes, and Procedures. Griffin, Sharon Williams; Green, Reginald Leon // National Forum of Applied Educational Research Journal;2012/2013, Vol. 26 Issue 1/2, p77 

    The role of the principal has changed, and new skills and attributes are needed to lead 21st century schools. The authors of this article report the use of practices, processes, and procedures used to transform a high poverty, low performing school into a high performing school. The leadership...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics