This in turn shifted the accountability of a student’s success on the classroom teachers. According to Chin and Wong (2013), through the use of large sums of money that is tied to test performances, the federal government put forth an enormous amount of influence on the achievement of K-12 schools. The NCLB act made accountability and highly qualified teachers the new trend in the nations public education. Kaufman and Blewett (2012), iterates that NCLB is made clear of its concerns with the outcome and achievement of the educational school system. However, the focus on maximizing the educational outcome and grade level achievement at a minimum is precisely what Rowley Court rejects. Chin and Wong (2013) also emphasizes how the conflict betweens centralizing tendencies and local responses to federal mandates has only increased with the implementation of the Common Core State Standards (CCSS), which has only been adopted by 45 states
This in turn shifted the accountability of a student’s success on the classroom teachers. According to Chin and Wong (2013), through the use of large sums of money that is tied to test performances, the federal government put forth an enormous amount of influence on the achievement of K-12 schools. The NCLB act made accountability and highly qualified teachers the new trend in the nations public education. Kaufman and Blewett (2012), iterates that NCLB is made clear of its concerns with the outcome and achievement of the educational school system. However, the focus on maximizing the educational outcome and grade level achievement at a minimum is precisely what Rowley Court rejects. Chin and Wong (2013) also emphasizes how the conflict betweens centralizing tendencies and local responses to federal mandates has only increased with the implementation of the Common Core State Standards (CCSS), which has only been adopted by 45 states