| dc.contributor.author | Culbreath, Camil | |
| dc.contributor.author | Hart, Shants N. | |
| dc.date.accessioned | 2019-07-26T13:29:39Z | |
| dc.date.available | 2019-07-26T13:29:39Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://hdl.handle.net/1803/9497 | |
| dc.description | Leadership Policy and Organizations Department capstone project | en_US |
| dc.description.abstract | Since the historic 2001 passage and subsequent implementation of the No Child Left Behind Act, NCLB, schools and districts across the nation have been held accountable in one way or another for student achievement. These test-based accountability tools have shed light on which public schools within any given area are in the bottom percentile of all schools statewide. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University. Peabody College | en_US |
| dc.subject | JCPS | en_US |
| dc.subject | Teacher Retention | en_US |
| dc.subject | Retention | en_US |
| dc.subject | Priority | en_US |
| dc.subject | Priority School | en_US |
| dc.subject.lcsh | Education | en_US |
| dc.title | Examining Teacher Retention in JCPS: An Examination of Teacher Retention in JCPS Priority Schools | en_US |
| dc.type | Capstone | en_US |
| dc.description.college | Peabody College of Education and Human Development | en_US |
| dc.description.department | Department of Leadership Policy and Organizations | en_US |
