The United States considers educating all students to a threshold of adequate outcomes to be a central goal of educational justice. The No Child Left Behind Act introduced evidence-based policy and accountability protocols to ensure that all students receive an education that enables them to meet adequacy standards. Unfortunately, evidence-based…

The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can improve individual outcomes in education. Under NCLB, states are required to develop assessments in basic skills to be given to all students in certain grades if those states are to receive federal…

The "No Child Left Behind Act", a sequel to "Goals 2000", is designed to enact the theories of standards-based education reform which is predicated on the belief that high expectations and setting of goals will result in success for all students. This article highlights the major provisions provided in the framework of…

Urban public schools in the United States face the problem of failure to reach academic goals of performance mandated by the No Child Left Behind Act. It was hypothesized that use of Senge's leadership model might result in academic performance in one urban elementary school. Based on Senge's shared vision leadership model as the theoretical…

The purpose of this paper is to present select findings from a case study of a single suburban middle school. The purpose of the investigation was to explore and describe teachers' and students' perceptions of the caring leadership practices that seventh grade teachers used in their classrooms and the differences between those perceptions. The…

This document represents the annual report card of the U.S. Department of Education's efforts and outcomes during fiscal year 2007. This year's report builds on efforts to increase transparency, and more effectively communicate goals and objectives. The report emphasizes achievements and challenges associated with implementing the Department of…

This volume makes two important contributions: First, it provides a framework grounded in theory and best professional practice that middle and high school teachers, their students, and community partners can use to design, implement, and evaluate service-learning projects that address authentic community needs. Second, it demonstrates ways…