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In order to improve student performance and close the achievement gap, accountability policies utilize three incentive-based approaches: (1) sanctions and rewards for schools; (2) the extensive use of student data in local decision making; and (3) the provision of school choice programs. My dissertation focuses on the three policy instruments and examines the impact of each on teacher assignment and student achievement. It also explores the role of principal characteristics in shaping teacher assignment within schools.
principal characteristics, school accountability, school incentives, teacher assignment
Date of Defense
June 29, 2012.
A Dissertation submitted to the Department of Educational Leadership & Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Includes bibliographical references.
Patrice Iatarola, Professor Directing Dissertation; Thomas Zuehlke, University Representative; Tim Sass, Committee Member; Anastasia Semykina, Committee Member; Lora Cohen-Vogel, Committee Member; Carolyn Herrington, Committee Member; David Tandberg, Committee Member.
Florida State University
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