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School principal's views of No Child Left Behind, the achievement gap, and the student groups assess by NCLB
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School principal's views of No Child Left Behind, the achievement gap, and the student groups assess by NCLB
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Dissertation
School principal's views of No Child Left Behind, the achievement gap, and the student groups assess by NCLB
2005
Overview
School principals are held accountable for the proficiency and participation of identifiable subgroups under the No Child Left Behind Act (NCLB). The purpose of this survey was to determine if principals' 2003-2004 Adequate Yearly Progress (AYP) pass or fail classifications provide pertinent information on their views of NCLB, the achievement gap, and the subgroups for which they are held accountable. The data suggests that principals' at schools that did not make AYP view Latino students' economic resources, community and parental support, and ability to relate to the curriculum, as conditions that influence the achievement gap. In addition, principals' views pooled across AYP classifications reveal that principals tend to view student groups differently at the .05 significance level.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9780542598128, 0542598124
