Open AccessWhat They Left Behind: A Case Study of Teachers' Experiences with School Improvement at Evergreen Elementary School
Author(s) -
Amy Orange
Publication year - 2014
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2014.1010
Subject(s) - no child left behind , psychology , mathematics education , pedagogy , academic achievement , school teachers , political science , accountability , law
With the enactment of the No Child Left Behind Act, an unprecedented amount of pressure has been placed upon schools to increase student achievement. During the 2009-2010 school year, Evergreen Elementary School was in Year Four of school improvement for failing to make Annual Yearly Progress (AYP) in both reading and math. Drawing on observational and interview data from upper elementary school teachers, this paper will explore how striving to make AYP impacted teachers including increased workloads and stress, and how these factors led to teachers leaving the school, with a focus on a single teacher’s experiences.