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Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i

Education. --- Educational accountability. --- Educational accountability --- Education --- Theory & Practice of Education --- Social Sciences --- Standards --- United States. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Accountability in education --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Responsibility --- Educational indicators --- Educational productivity

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This report examines Pittsburgh Public Schools' implementation and outcomes of the Pittsburgh Principal Incentive Program from school years 2007-2008 through 2010-2011, how principals and other school staff have responded to the reforms, and what outcomes accompanied program implementation.

Educational change -- Pennsylvania -- Pittsburgh -- Case studies. --- Educational leadership -- Pennsylvania -- Pittsburgh -- Case studies. --- School improvement programs -- Pennsylvania -- Pittsburgh -- Case studies. --- School principals -- Pennsylvania -- Pittsburgh -- Case studies. --- School improvement programs --- Educational leadership --- Educational change --- School principals --- Head masters --- Head mistresses --- Head teachers --- Headmasters --- Headmistresses --- Headteachers --- Principals, School --- School superintendents and principals --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- College leadership --- Education leadership --- School leadership --- Improvement programs, School --- Instructional improvement programs --- Programs, School improvement --- School self-improvement programs --- School administrators --- Educational planning --- Educational innovations --- Leadership --- School management and organization

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The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try

Educational accountability. --- Educational indicators. --- Educational tests and measurements. --- Educational tests and measurements --- Educational accountability --- Educational indicators --- Theory & Practice of Education --- Education --- Social Sciences --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of

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Teachers and school leaders frequently make decisions about which strategies will best support students who struggle academically or behaviorally, but evidence-based information about the quality of these strategies is not always available. Moreover, educators do not always find the available evidence to be useful, and they consider a variety of other factors to be relevant to these decisions. The Every Student Succeeds Act (ESSA) provides new opportunities to use federal funds to support interventions (i.e., programs, practices, or strategies) that address not only academic achievement but also students' social, emotional, and behavioral needs. Several ESSA funding streams require that interventions be supported by research evidence and by an assessment of local context and the specific needs of students. Such resources as the What Works Clearinghouse and the Regional Education Laboratories can help educators identify relevant evidence, but education leaders and policymakers need to understand which sources educators turn to and on what basis they select interventions. Recent survey data from the RAND Corporation's American Educator Panels can inform our understanding of where educators find information to inform their academic and nonacademic strategies — from peers, leaders, the internet, or from other sources. These data also shed light on the considerations that educators prioritize when making decisions about interventions.

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Schools and districts across the United States have invested heavily in data management systems to facilitate educators' access to data that can inform their work. School principals, in particular, make countless decisions that could benefit from access to data in these systems. Principals also help create cultures of data use within their schools, providing guidance and supporting the conditions that enable other school staff to use data effectively and appropriately. Using results from a nationally representative survey of principals from the RAND Corporation's American Educator Panels, the authors examine middle and high school principals' access to several types of data about their students' outcomes and experiences, along with the ways in which principals report using those data. The authors also explore principals' reports regarding collaborations with leaders of other schools around data use because this type of collaboration can provide useful professional learning opportunities.