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Measuring educational gains and sett...

Lyttle, Erin.

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Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy./
Author:	Lyttle, Erin.
Description:	91 p.
Notes:	Source: Masters Abstracts International, Volume: 42-06, page: 1956.
Contained By:	Masters Abstracts International42-06.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1419543
ISBN:	0496242993

Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy.
Lyttle, Erin.

Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy. - 91 p.

Source: Masters Abstracts International, Volume: 42-06, page: 1956.

Thesis (M.A.)--Duquesne University, 2004.

The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one P

ISBN: 0496242993Subjects--Topical Terms:

626654
Education, Sociology of.

Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy.
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245 1 0 $a Measuring educational gains and setting consequences: Charter schooling and the No Child Left Behind policy.
300 $a 91 p.
500 $a Source: Masters Abstracts International, Volume: 42-06, page: 1956.
500 $a First Reader: Douglas Harper.
502 $a Thesis (M.A.)--Duquesne University, 2004.
520 $a The charter school movement and the federal legislation No Child Left Behind (2001) have put a process in motion through which parents and students can opt out of the established public education system. This thesis is an in-depth study of one P
520 $a Determining the features of a charter school that make classroom dynamics more or less effective than those in traditional public schools was the original micro-level focus of this research. Making policy recommendations for public school distri
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