The study sought to answer the following questions: 1.What have been the schooling experiences of girls since 2003? How has FPE policy influenced girls' participation and achievement in public primary schools? What factors inhibit girls' participation and achievement in schools? What factors enhance girls' participation and achievement in schools?
The study sought to answer the following questions: 1.What have been the schooling experiences of girls since 2003? How has FPE policy influenced girls' participation and achievement in public primary schools? What factors inhibit girls' participation and achievement in schools? What factors enhance girls' participation and achievement in schools?Tags: Written Portrait EssaysCritical Thinking Books PdfDescriptive Essay Smell OceanWays To Restate Your ThesisUsing Epigraph EssayAction Plan In BusinessImmigration Essay Introduction
The combination of states' accountability policies, such as performance standards, high school graduation exit exams, and the difference of between starting points and intermediate goals, may lead to the varying strength of the accountability systems in different states.Principals' professional development programs and school climate were related to principals' responses to states' accountability systems.The findings of three level HLM showed that the proficiency performance standards increase teacher curriculum autonomy and their spending time for content professional development programs although AMOs strength and high school graduation school exit exams decreased them.However, hurdles such as teenage pregnancies and lack of, or shortage of classrooms, teachers, supplementary textbooks, toilets, and sanitary pads have posed a threat to girls' active participation.External factors such as poverty and negative attitude towards girls' education continue to inhibit girls from active schooling in the wake of the 2003 Free Primary Education policy.The relationship between the strength of accountability systems (the stats' proficiency performance standards, the difference of starting point and intermediate goals (AMO strength) in states, and the high school graduation exit exams) and principals' responses (having influence on instruction and facilitating teachers' learning) were studied using 2-level hierarchical linear modeling (HLM) analysis based on 2007-2008 SASS, and the relationship between the strength of accountability systems and teachers' responses (teacher autonomy and their participation in professional development programs) were examined using 3-level hierarchical linear modeling analysis based on the same data set.The analysis of two level HLM found the negative effects of states' accountability systems on principals responses.Such factors include women's lack of preparation for school leadership, discriminative hiring procedures, hostile work environments, and familial demands on women's time.Studies of this nature tend to shed little light on the personal or internal factors that hinder or enhance women's attainment of school leadership.Reforms aimed at meeting the Education for All (EFA) global initiative have been implemented in several developing countries in the recent past.One of the goals of this global reform is to increase access to schools for girls and children from low-income families who are considered educationally marginalized due to socio-cultural and poverty related factors.