Research Paper on:
Teaching to the Test: An Assessment of Social Studies Teachers at South Tech Charter High School: Review of Literature and Methodology

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example of the first chapter. Findings and research discussion sections should incorporate the students own data collection process. If you would like examples of these sections with your  data, please contact the office to purchase additional pages. CHAPTER TWO REVIEW OF LITERATURE Social studies educators are  under the same kind of pressure that other educators are facing in light of the No Child Left Behind (NCLB) Act. In the modern era, assessments have taken on  a different kind of meaning and student success in testing has been recognized as a major influence on curriculum design. The  No Child Left Behind Act, which calls for the implementation of solutions to what have been deemed the ten most important concerns within the nations school system: Achieving Excellence Through  High Standards and Accountability; Improving Literacy by Putting Reading First; Improving Teacher Quality; Improving Math and Science Instruction; Moving Limited English Proficient Students to English Fluency; Promoting Parental Options and  Innovative Programs; Encouraging Safe Schools for the 21st Century; Enhancing Education Through Technology; Providing Impact Aid; and Encouraging Freedom and Accountability (Bush, 2001). The call for accountability on a  state and national level has been reflected in the increasing concentration on standardized testing (Rotberg et al, 2001). Central to the Bush Administrations education plan are proposals  to increase the flexibility of federal programs, strengthen accountability for student performance, and offer school choice options (Rotberg et al, 2001, p. Foreword). Essentially, NCLB places considerable emphasis on  the ability of educators to produce outcomes for students; students must meet testing expectations. As a result, many teachers have turned to the old tenet of "teaching to the