NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ973833
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-2155-9635
Understanding Social Justice: Improving the Academic Achievement of African American Students
Templeton, Nathan R.
International Journal of Educational Leadership Preparation, v6 n2 Apr-Jun 2011
NCLB seeks to level the playing field by narrowing class and racial gaps in school performance by establishing common expectations. No Child Left Behind Act (2001) increases the standards of accountability for states and schools, thus requiring educational leaders to rethink current school strategies. Holding individual schools accountable for the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups is one of the key components of the legislation. As the demands of high-stakes accountability continue to mount on public school administrators, a better understanding of these challenges must be examined. Particularly, schools must now approach the achievement gap between white and African American students with deliberate resolve, setting high expectations and establishing measurable goals to improve individual outcomes.
NCPEA Publications. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 10; Grade 11; Grade 12; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001