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ERIC Number: ED561500
Record Type: Non-Journal
Publication Date: 2013
Pages: 154
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-1077-2
A Case Study of Urban Public High School Students' Perspectives of Their School as "In Need of Improvement" under No Child Left Behind (NCLB)
Giple, Patrick Pepan, Sr.
ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey -- New Brunswick
Since its implementation in 2002, NCLB, through its expectations and sanctions, has created a state of urgency among school leaders and instructional staff in most urban public high schools. While there is significant literature on urban school reform promoting the academic performance of urban high school students, the perspectives of students--those most directly affected by NCLB state-mandated assessments--remain unexplored. The purpose of this study was to explore the perspectives of students in an urban public high school on their level of awareness of their school's status as "in need of improvement", the impact of teaching and learning on students' academic performance, and their suggestions for corrective practices. The study employed a qualitative case study design in order to generate a thick, in-depth description of the perspectives of twelve purposely selected students. Data collected and analyzed from documentary evidence, focus group and one-to-one interviews, as well as informal observations were triangulated to enhance credibility and transferability of the findings. The study's findings that students were inadequately informed about their school's overall academic status, that disruptive classroom behavior was the primary factor contributing to students' poor academic performance, and that students desired more student-based, project-based, interactive instructional practices underscored the usefulness of student voice in the school reform process. The study argues for a meaningful involvement of students in their education and the creation, in urban public high schools, of classroom environments that are productive in terms of student learning. [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 - Laws, Policies, & Programs: No Child Left Behind Act 2001