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Federal Principals, State Agents, and Teacher Quality: Factors affecting States Implementation of No Child Left Behind's Highly Qualified Teacher Provision
Dunne, Meghan Theresa
Dunne, Meghan Theresa
Abstract
With the passage of the No Child Left Behind Act in 2001, the federal government extended its reach into classrooms across America. Despite this proverbial "reach," its lack of enforcement of the Highly Qualified Teacher provisions of this act has been blamed for the varied and often poor implementation of this federal teacher policy across states. Through the lens of Principal-Agent Theory this project discusses the relationship between the federal and state governments, testing the impact of state teacher policies before the passage of NCLB, union presence, and the political partisanship of the governor as influencing factors in the implementation of the Highly Qualified Teacher provisions of NCLB.
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Thesis is part of Honors ETD pilot project, 2008-2013. Migrated from Dspace in 2016.
Date
2009-05-15
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Teacher Quality, Federal Education
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Public Policy