This study was conducted to determine if there is a relationship between two of New York City's accountability tools, and, if so, to what the extent this correlation exists. The ongoing calls for school reform have left individual states and school systems initiating one program after another in an effort to improve student achievement. New York City Department of Education (NYCDOE) is no exception. The country's largest school system responded to the No Child Left Behind (NCLB) Act of 2002 by introducing the Children First (CF) initiative. This initiative consisted of two phases with each phase having been introduced in the 2003/2004 and 2007/2008 school years respectively. With accountability at the forefront of NCLB, and under these two phases, the structure of New York City schools was significantly changed by the NYCDOE. One step towards transformation was to provide its schools with several accountability tools. The accountability tools studied were Quality Reviews (QRs) and the Schools' Progress Reports (SPRs). The fourth-grade English Language Arts standardized test results of ten of New York City's public schools along with results of QRs over a four-year period were analyzed for this study. Data for this study were retrieved from the New York City Department of Education website. The NYCDOE has stipulated in the Doing Research in New York City Schools that permission is not required for retrieval of data that is already a part of the public domain (NYCDOE, 2006). The results of the study indicate that schools' Quality Reviews statistically significantly relate to their fourth-grade students' performance in English Language Arts and that Quality Review data correlate with fourth-grade English Language Arts standardized test scores to a moderate and positive degree.
|Subjects||Language arts; Elementary education|
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