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ERIC Number: EJ942991
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0022-2984
Unequal Moving to Being Equal: Impact of "No Child Left Behind" in the Mississippi Delta
Al-Fadhli, Hussain M.; Singh, Madhu
Journal of Negro Education, v79 n1 p18-32 Win 2010
The impact of the "No Child Left Behind Act" on the Achievement Level Index (ALI) of three elementary schools in the Mississippi Delta was explored. Achievement variation over five years (2003-2007) was examined through the perceptions of 58 teachers with regard to changes in their schools due to the Act. Using analysis of variance, findings revealed that teachers in general were in favor of the Act. However, significant differences were found in the perceptions of teachers from schools that showed the least and most change in their ALI These differences were in terms of accountability, leadership, school conditions. and involvement in professional development. For the Act to be successful there should he better administrative communication and stronger teachers' collaboration. (Contains 4 tables.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001