NotesFAQContact Us
Search Tips
ERIC Number: ED550638
Record Type: Non-Journal
Publication Date: 2009
Pages: 114
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-6241-9
Indiana High School Principals' Response to No Child Left Behind
Flowers, Patricia J.
ProQuest LLC, Ed.D. Dissertation, Indiana University
The research problem for this qualitative study was "Effective response to No Child Left Behind (NCLB) by school leadership is critical to public school success or failure in Indiana. Because high schools have been the first and most-often to 'fail' under NCLB, knowing principals' concerns and the leadership and implementation of strategies that work is information everyone in education needs to know." The objective of the study was to examine school leaders' concerns and strategies over the course of several years by asking Indiana high school principals to respond to a survey in 2004 and 2007. Pinpointing the highest concerns and best strategies being used as a result of these concerns is the focus of the survey. An additional objective was to determine "what works" with strategies to address those concerns in a rural, suburban and urban high school. The case studies of three school leaders in an urban, suburban and rural high school look at the similarities and differences of high school principals' responses to NCLB concerns. The research used comparative data analysis to interpret results of the surveys and the case studies' interviews, observations, documents review and leadership trait analysis to draw conclusions about what works. Conclusions from the total responses are generalized to all high schools in Indiana and specified to the rural, suburban and urban settings using information from the surveys and case studies. All principals share common concerns and strategies, but differ some with school type and leadership style. All are concerned about 1) Funding for the unfunded NCLB; 2) Failure to make AYP; 3) Sanctions for schools unfair; 4) Too much reliance on standardized testing; 5) Improving scores for subgroups. All use strategies to 1) Address low-achieving students' learning needs; 2) Provide high-quality professional development for staff; 3) Set and assess goals for subgroups not making AYP; 4) Incorporate research-based strategies and build professional learning community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001