African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment

Autor/inn/en	Lewis, Chance W.; Hancock, Stephen; James, Marlon; Larke, Patricia
Titel	African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment
Quelle	In: Multicultural Learning and Teaching, 3 (2008) 2, S.9-29 (21 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.2202/2161-2412.1033
Schlagwörter	African American Students; Educational Legislation; Federal Legislation; Educational Attainment; Public Schools; Progress Monitoring; Student Records; National Competency Tests; Elementary Secondary Education; Academic Achievement; Reading Achievement; Mathematics Achievement; Change Strategies; Research Needs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsabschluss; Bildungsgut; Public school; Öffentliche Schule; Schülerakte; Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lösungsstrategie; Forschungsbedarf
Abstract	The No Child Left Behind (NCLB) federal legislation has dramatically changed the way schools and school districts measure educational attainment for all students. In this article, the researchers examine whether African Americans have progressed or digressed in their educational attainment five years after the implementation of NCLB. To provide a clear picture on the status of educational attainment for African American K-12 public school students across the United States, an analysis of data from the National Assessment of Educational Progress (NAEP) was utilized. This analysis was grounded in the theory of structural inequality. Finally, recommendations to K-12 educational practitioners along with education policy makers and funding agencies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01