In a study conducted in Michigan they examined the impacts of school labeling on schools that were listed as schools Persistently Lowest Achieving (PLA) (Saw et al., 2017). The authors noted that in prior studies schools would reallocate instructional resources and teachers time on subjects in order to show growth (Saw, et. Al., 2017). Even though when compared to other schools the PLA schools performed better in writing as a result of the labeling, however, they didn't see much growth in the other subject areas; this was concerning to the authors because it supports the prior data that would suggest that schools would select which contents to focus on merely to show growth (Saw et al., 2017). The authors further note that writing was a subject that was easiest to show improvement as compared to other subjects (Saw et al., 2017).
In my prior role as an instructional coach, I would agree that there would be instances where I would see some teachers not push their special education or struggling students. There was this sense of pity on them, and the bar would get lowered. With this anecdotal context in
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- Summer '16
- Dr. Verlyn Evans
- No child left behind Act, NCLB