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ERIC Number: EJ1123669
Record Type: Journal
Publication Date: 2008-Dec
Pages: 21
Abstractor: As Provided
ISSN: ISSN-2194-654X
African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment
Lewis, Chance W.; Hancock, Stephen; James, Marlon; Larke, Patricia
Multicultural Learning and Teaching, v3 n2 p9-29 Dec 2008
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.
De Gruyter. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A