Unequal Moving to Being Equal: Impact of "No Child Left Behind" in the Mississippi Delta

Autor/inn/en	Al-Fadhli, Hussain M.; Singh, Madhu
Titel	Unequal Moving to Being Equal: Impact of "No Child Left Behind" in the Mississippi Delta
Quelle	In: Journal of Negro Education, 79 (2010) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Federal Legislation; Academic Achievement; Statistical Analysis; Teacher Attitudes; Equal Education; Elementary Schools; Educational Change; Accountability; Leadership; Professional Development; Teacher Collaboration; African Americans; Poverty; Geographic Regions; Educational Improvement; Teacher Administrator Relationship; Elementary School Teachers; Mississippi + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; Statistische Analyse; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Bildungsreform; Verantwortung; Führung; Führungsposition; Lehrerkooperation; Afroamerikaner; Armut; Teaching improvement; Unterrichtsentwicklung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	The impact of the "No Child Left Behind Act" on the Achievement Level Index (ALI) of three elementary schools in the Mississippi Delta was explored. Achievement variation over five years (2003-2007) was examined through the perceptions of 58 teachers with regard to changes in their schools due to the Act. Using analysis of variance, findings revealed that teachers in general were in favor of the Act. However, significant differences were found in the perceptions of teachers from schools that showed the least and most change in their ALI These differences were in terms of accountability, leadership, school conditions. and involvement in professional development. For the Act to be successful there should he better administrative communication and stronger teachers' collaboration. (Contains 4 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10