Identifying Academically At-Risk Students within a Suburban Public High School PLC

Dr. Cheryl Burleigh
Presentation Date: 
Tuesday, April 9, 2019
Event or Conference: 
AERA Annual Meeting: Leveraging Education Research in a Post-Truth Era
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Location: 
Metro Toronto Convention Centre
255 Front St W
Toronto, ON M5V 2W6
An increased focus on accountability per federal and state education mandates, including the Every Student Succeeds (ESSA) Act of 2015, preceded by No Child Left Behind (NCLB) Act of 2001, as well as Common Core State Standards, have shifted the ownership of learning. Student learning, mastery, and application of subject content matter are no longer the educational priority of many schools; instead, academic success is reduced to an academic performance index (API) score, an annual measurement of academic performance and progress of individual schools in California. A primary focus of producing excellent test results has hindered educators’ intuitiveness of student academic competencies and identification of academically at-risk students in favor of managing the growing business of education (Nichols & Berliner, 2007). The issues educators are facing may be driven by reform measures as initially mandated by NCLB. ESSA continues to require subject content area framework standards, state mandated assessment testing, and accountability of student academic achievement (Klein, 2016).