Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1259737529.pdf (1.2 MB)

ETD Abstract Container

Abstract Header

The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction Between National Policies and Local School Practices

Fletcher-Bates, Keisha N.
http://rave.ohiolink.edu/etdc/view?acc_num=osu1259737529

Abstract Details

2009, Doctor of Philosophy, Ohio State University, ED Policy and Leadership.
A valid concern facing school districts within the state of Ohio, as well as across the country, is situated around methods to increase student performance on standardized high stakes tests and achieve the requirements of the mandated No Child Left Behind (NCLB) Law. Simultaneously, school districts are confronting a multitude of challenges to decrease the impact of student suspension and expulsion within school cultures and comply with local policies such as Zero Tolerance Discipline Policies. The contextualization of both the local Zero Tolerance Discipline Policy and the national NCLB mandate in relationship to standardized high stakes testing and the impact of the two upon one another define the purpose of this qualitative study. This study investigated the systematic methods in which K-12 faculty in an urban school district responded to the sometimes conflicting testing mandates of complying with NCLB and the Zero Tolerance Discipline Policy. The rationale was to use critical theory to examine an education faculty’s opinions, perceptions, and strategies involving the implementation of: (1) Locally mandated Zero Tolerance Discipline Policies; (2) nationally mandated standardized high stakes testing laws; and (3) how both policy and law can be counterproductive to one another. The information discussed and the findings of this study have implications for legislatures, superintendents, administrators, teachers, students, parents, intervention specialists, state agencies and researchers.
Philip Daniel, PhD (Advisor)
Scott Sweetland, PhD (Committee Member)
Antoinette Miranda, PhD (Committee Member)
James Moore III, PhD (Committee Member)
232 p.
Education
zero tolerance; suspension; expulsion; discipline; high stakes testing; No Child Left Behind; Critical Theory; Critical Race Theory

Recommended Citations

Citations

  • Fletcher-Bates, K. N. (2009). The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction Between National Policies and Local School Practices [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259737529

    APA Style (7th edition)

  • Fletcher-Bates, Keisha. The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction Between National Policies and Local School Practices. 2009. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1259737529.

    MLA Style (8th edition)

  • Fletcher-Bates, Keisha. "The Embedded Context of the Zero Tolerance Discipline Policy and Standardized High Stakes Testing: The Interaction Between National Policies and Local School Practices." Doctoral dissertation, Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259737529

    Chicago Manual of Style (17th edition)

osu1259737529
1,638
© 2009, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.