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Peer reviewed Peer reviewed
ERIC Number: EJ955810
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0740-7874
Accelerating the Pedagogy of Poverty in Urban Schools: Unanticipated Consequences of the No Child Left Behind (NCLB) Act
Waxman, Hersh C.; Padron, Yolanda N.; Lee, Yuan-Hsuan
ERS Spectrum, v28 n2 p37-43 Spr 2010
The No Child Left Behind Act (NCLB) of 2002 calls for several changes in the K-12 education system in the United States. It focuses on evidence-based educational practices for schools in the United States. This study was part of a large-scale, 8-year research project that examined the quality of classroom instruction from three elementary schools in a large urban school district serving primarily culturally and linguistically diverse Hispanic students from low socioeconomic circumstances. Overall, the observational results revealed that during the last 3-year period since NCLB was implemented, classroom instruction became more teacher-centered and there were fewer opportunities for students to be engaged in small group activities. Students also were observed being off-task significantly more after NCLB was implemented. (Contains 1 table.)
Educational Research Service.
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A