https://doi.org/10.1177/0013161X17711480 Educational Administration Quarterly 1–47 © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0013161X17711480 journals.sagepub.com/home/eaq Article Examining the Timing of Educational Changes Among Elementary Schools After the Implementation of NCLB Ronald H. Heck 1 and Jana Chang 2 Abstract Purpose: This article examines the timing of changes of key educational process indicators within three groups of elementary schools after No Child Left Behind (NCLB) implementation: schools that met adequate yearly progress targets consistently, schools that entered restructuring due to prolonged academic failure but failed to exit, and schools that entered restructuring status but managed to improve sufficiently to return to good standing. We examine whether the timing of restructuring disrupted routine educational processes in failing schools and whether resulting changes in those processes were associated with the timing of exiting restructuring status. Research Methods: We utilize a time-series design and growth mixture modeling with known classes to identify a set of process changes and context indicators that maximally differentiate the classes of schools according to their NCLB restructuring status. Findings: First, we found restructuring disrupted entrenched organizational routines. Second, changes in teacher views regarding the quality of key school processes such as leadership, instructional capacity, and sustained focus on school improvement were associated with corresponding changes in NCLB accountability status. 1 University of Hawaii at Manoa, Honolulu, HI, USA 2 Hawaii Department of Education, Honolulu, HI, USA Corresponding Author: Ronald H. Heck, Department of Educational Administration, University of Hawaii at Manoa, 1776 University Avenue, Honolulu, HI 96822, USA. Email: rheck@hawaii.edu 711480EAQ XX X 10.1177/0013161X17711480Educational Administration QuarterlyHeck and Chang research-article 2017