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ERIC Number: EJ1140224
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
No Child Left Behind's Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders
Fitzpatrick, Michael; Knowlton, Earle
Journal of the American Academy of Special Education Professionals, p34-53 Fall 2007
The No Child Left Behind Act (NCLB, 2002) has generated controversy and support since its inception. Parents, teachers, researchers, authors, advocates, protesters, and politicians have shared views and opinions based on "political" beliefs, biases, and anecdotal and research-based evidence that supports their stance. In attempt to sidestep political attacks or endorsements of NCLB, we reviewed the literature regarding NCLB's basic principles, its issues in urban school settings, and its impact on students identified as emotionally and behaviorally disturbed who receive special education services in urban school settings. We also discussed relevant recommendations, methods, and strategies to increase a school's capacity and student outcomes.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A