No Child Left Behind Comes to Preschool

By D. Stipek. The Elementary school journal, 2006

199 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2f32e56c8fba79ab0932aeae8eb8d33a6462b037

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In Education

Citations in the corpus

Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomes (2012, background): “…for the early years of formal schooling, public school pre-K classrooms may be more closely aligned with the elementary school curriculum (Brown, 2009) and responsive to recent emphases on educational standards and accountability (Stipek, 2006) than pre-K programs sponsored by a nonschool agency.”
Is Kindergarten the New First Grade? (2016, background): “A common narrative is that accountability pressures, particularly from the federal No Child Left Behind Act (NCLB), have led to changes in the early grades (Goldstein, 2007; Graue, 2009; Pianta, Cox, & Snow, 2007; Stipek, 2006).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “As children progress through the early years of education, consequences for poor performance climb, with stable achievement trajectories emerging by second or third grade (Alexander, Entwisle, & Dauber, 1993; Juel, 1988; McClelland, Acock, & Morrison, 2006; Stipek, 2006).”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “Schools and teachers are increasingly held accountable for student achievement (Stipek, 2006; U.S. Department of Education, 2002).”
The relationship of teacher–child play interactions to mathematics learning in preschool (2016, background): “reduced or even eliminated to make room for quieter, academic learning (Golinkoff, Hirsh-Pasek, & Eyer, 2004; Stipek, 2006).”
Understanding Vygotsky for the Classroom: Is It Too Late? (2012, background): “Pressure to teach content at lower levels Stipek (2006) expressed concern about the pressures felt by preschools to teach academic skills because of the No Child Left Behind legislation.”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “More recently, increased workload associated with documentation and paperwork has accompanied accountability reforms (Gooze, 2014; Stipek, 2006).”
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, background): “In particular, there has been some resistance to the downward shift from the elementary grades of teacher-led activities into early education programs (Stipek, 2006).”
Preschool Teacher Well-Being: A Review of the Literature (2014, background): “compensation (Ackerman 2004; Barnett 2003, 2004; Stipek 2006).”