This is an ethnographic case study of a high poverty, ethnically diverse elementary school and the transformation that occurred there. The research describes what happened at the school within the context of No Child Left Behind (NCLB) during a nine-year period. The researcher documents the challenges faced, practices employed, and resources used at the school which has demographic and socioeconomic characteristics that are highly correlated with failing schools as defined by NCLB. The study used a qualitative research design in order to investigate the complexities and processes within a specific context and setting from multiple participants' frames of reference and from the researcher's perspective as a participant observer. The researcher analyzed the data, identified patterns, and categorized them into a set of assertions about this school. The discussion of the assertions and implications for future research is organized around the three research questions: 1) What were the challenges faced on the path to improved student academic achievement? 2) What practices were implemented during the process of improving student academic achievement? and 3) What resources were used during the process? / Ed. D.

In 2002, the No Child Left Behind (NCLB) legislation (U.S. Department of Education, 2002) was signed into law to help children in the United States receive quality education and learn the basic skills needed to be successful (Chadd & Drage, 2006). The central focus of this legislation is the core academic subjects, which are identified in the legislation as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography. Career and technical education (CTE) is not specifically mentioned in the legislation, which suggests that NCLB and the high-stakes testing associated with the accountability benchmarks could impact the future of CTE. Even though the primary expectation of high-stakes testing is to increase academic achievement in specific areas, many worthwhile school programs could suffer from unintended consequences of this high-stakes testing initiative. One of the strategies that many school districts are using to improve student performance in the core subject areas mentioned in the NCLB legislation is to devote more instructional time to the tested content subjects, such as reading, mathematics, social studies and science. Hence, the development of an unintended consequence of narrowing the curriculum offered to secondary students. As a result more CTE courses may be dropped from high school master schedules, which make the topic of specific concern for educational leaders (Gordon et al., 2007). School administrators and school leaders are concerned about school accreditation and student performance on state mandated tests. Therefore, examining career and technical education student performance on Virginia's Standards of Learning assessments and the graduation rates of CTE students would help to determine the impact of CTE enrollment on student achievement. As such, the impact of CTE on high-stakes testing in the Commonwealth of Virginia was the impetus for this topic of study. This purpose of this quantitative study was to investigate the academic performance of CTE completers and non-CTE completers in the Commonwealth of Virginia on the Standards of Learning English and mathematics assessments, as well as cohort graduation rates. This quantitative study used descriptive statistics, such as mean and standard deviation, to determine if their pass rates and graduation rates differ during the 2008, 2009 and 2010 school years. A t-test was used to determine if they differ significantly from each other. Findings indicate that statistically (p<.05), CTE completers had higher mathematics and Grade 11 English reading pass rates from those of non-CTE completers. The CTE completers in this study also demonstrated higher cohort graduation rates. It appears that a concentration of career and technical education makes a positive impact the pass rates of students on the Standards of Learning assessments and cohort graduation rates. / Doctor of Education

The purpose of this study was to investigate turnaround reform by identifying student factors from the perspective of successful turnaround leaders in Virginia that hinder or aid the process and the supports in place to address learning issues. It was determined, through a literature review, that research focused on the school culture, leadership, teacher and parent factors concerning turnaround reform efforts, but there was little mention of students beyond the scores they produce on end-of-the-year standardized tests. The central research question investigated the student-related factors that impact a school's ability to increase academic achievement within the turnaround process. Interviews were conducted with four successful turnaround principals in Virginia. The results of the study indicated the student factors thought to impact learning were reading issues, teacher competency issues, students' personal needs, attendance issues, and discipline issues. While the first inclination of school leaders in a failing school may be to find the 'quick fix' to turn scores around, the principals in this study focused on three fundamental goals: get the students to read more, keep students in the classroom, and meet students' needs. Research in the area of turnaround strategies and implementation is useful for school boards and principals as they endeavor to raise the achievement of their students. This study of successful turnaround organizations focusing on how student-related factors impact academic performance would be beneficial in determining whether the organizational structure supports or hinders Priority School reform. This examination of how student-related factors contribute to an organization's capability to turn around low performance informs administrators and policy makers on strategies to overcome the learning barriers that may exist. / Ed. D.

In 2002, Congress reauthorized the Elementary and Secondary Education Act (1965), more commonly known today as the No Child Left Behind Act (2002). Many of the initiatives within the act have come under significant scrutiny, not least of which is providing supplemental educational services to students in "failing" schools. The purpose of this multi-site, cross-case study was to examine how supplemental educational services impact students as viewed through the perspectives of elementary school teachers and principals. Elementary school teachers and their principals who currently have, or have had in the recent past, students enrolled in these supplemental services were the targeted populations for this study. Teachers and principals were selected because they have unique and enduring interactions with students and are in a position to assess how programs such as those delivered by supplemental educational service providers affect students. Four schools were selected based on geographic location (reasonable proximity to the researcher), number of participants in supplemental educational services, NCLB designation (the school was designated as in the second year or beyond of improvement), and willingness to participate in the study. When data from the four schools were considered in a cross-case analysis, the following themes emerged: (1) students realized varying outcomes as a result of participating in supplemental educational services, (2) supplemental educational services varied in their perceived quality depending on whether the providers were internal or external, (3) teachers and principals considered communication with supplemental educational service providers as an indicator of their quality, (4) teachers and principals viewed tailoring of supplemental educational services to meet particular student's needs as a hallmark of their quality, (5) teachers and principals recommended using existing school assessments, observation, and attendance as measures of the impact of supplemental educational services, and (6) teachers and principals recommended increased communication, increased individualization of tutoring, certification of tutors, and changes in tutoring schedules as ways to improve supplemental educational services. These results provide policy makers with information that may be helpful in better understanding the impact of supplementary educational services on elementary students and how they might adjust the program to make it more effective. / Ph. D.

Since the No Child Left Behind Act (NCLB) was passed in 2001, museum educators have faced new challenges in designing programming that incorporates state standards of education while remaining faithful to the integrity of the museum’s collection and mission. Some museums have created programs that address these educational standards and can be used in school classrooms. This project is a case study of how one Virginia museum, Preservation Virginia, created a classroom program that addresses the state mandated Standards of Learning (SOLs). The report of this project includes discussion of the current debates that surround NCLB and its relationship to museum education. It also describes the five lesson plans included in the John Marshall House Trunk and explains why additions to those lesson plans have recently been created in order to incorporate inquiry-based teaching methods endorsed within museum education literature.

By grounding my work in this series of four essays in literary theory, but telling stories to which almost anyone can relate I hope to begin making the connection between sometimes heady academics and everyday working-class Americans. Only when learners understand their circumstances and the need for education, can they begin to take control of what they learn and how they employ that knowledge.

As part of the reauthorization of the Elementary and Secondary Education Act the federal government has added the requirement that all schools receiving Title I funds must have "highly qualified teachers" in every classroom. The term "highly qualified teacher" comes from the No Child Left Behind Act of 2001. What exactly is a "highly qualified" teacher? This part of the law is widely debated throughout the fifty states, but most agree that a teacher's subject-matter knowledge and experience result in increased student achievement.(Ansell& McCase, 2003) Some states have made progress in meeting the "highly qualified" requirement of NCLB. However, most states have merely established the criteria for determining if a teacher is highly qualified (Keller, 2003). The Education Trust has called for clarification from the Department of Education on the guidelines for the teacher quality provision of the law. Ten states have put into law all the requirements of the federal law, 22 have done some work toward that goal, and 18 states still have a long way to go (Keller). With so many states still grappling with compliance to the law, this study may well give policy makers in those states options that are being used in other states to consider. In addition, the study focuses on middle school and the possible impact these requirements will have on staffing of middle schools. Policy makers would do well to look at this aspect closely since middle school is often where education "loses" many students to dropping out. Also, the middle school is where the greatest number of non-certified teachers are working and where the greatest percentage (44%) of teachers are teaching without even a minor in the subject they teach (Ingersoll, 2002).

Since the passage of No Child Left Behind, the output of education has been measured through student achievement on standardized tests. School ratings, student graduation, teacher jobs and school charters are all tied to these tests. This study analyzes the extent to which math and science public high school teachers in New Orleans focus on critical thinking and creativity, skills needed to be successful in the future. Through a framework of Richard Paul’s model of critical thinking and Theresa Amabile’s social psychology of creativity, this study evaluates support for critical thinking and creativity through classroom observations, analysis of instructional materials and teacher interviews. Findings indicate that teachers at academically selective schools are more likely to support critical thinking and creativity in their classrooms than teachers at open enrollment schools. Classroom tests of participating teachers mainly focus on assessing basic knowledge and skills, not critical thinking and creativity.

In January 2002, President George W. Bush signed the No Child Left Behind legislation into law. The law established new standards of accountability for individual students, schools, and school systems. Because of No Child Left Behind, the penalties for schools with poor academic performance in our country are the loss of reputation, student enrollment, and financial support. The purpose of this study was to determine if there was a difference in standardized test scores in reading and math between fourth-grade students in Title I schools and those in NonTitle I schools. The study focused on the following subgroups: gender, economically disadvantaged students, and students with disabilities. The data were gathered from an analysis of standardized test scores in reading and math of fourth-grade students in 172 elementary schools located in 21 East Tennessee school systems. The data were collected from the 2002-2003 Terra Nova Standardized Assessment Test scores. The Terra Nova test is a standardized test used to evaluate academic progress in the state of Tennessee. In summary, there were some differences between Title I and NonTitle I fourth-grade students in the subject areas of reading and math. Significant differences were noted within the subcategory of gender in both reading and math. Significant differences were also noted within the subcategory of students with disabilities in the content area of math. No significant differences were found in reading for students with disabilities. There were no significant differences between Title I and NonTitle I schools in reading and math within the subcategory of economically disadvantaged students.

This study examines the perceptions of foreign language elementary school (FLES) teachers under current federal education legislation, specifically the No Child Left Behind Act (NCLB) of 2001. The study data was collected during the fall of 2008, while Congress continued to debate the reauthorization of NCLB and just prior to the U.S. presidential election. The study gives voice a traditionally under-researched group of teachers, elementary school foreign language teachers. Inner-city public FLES teachers at Murray Language Academy, a Chicago (Illinois, U.S.A.) Public School (CPS), shared their beliefs about working under NCLB in order to document the perceived impact of NCLB on their early foreign language curriculum and their own behavior. The study also provides a review of current literature illuminating NCLB's impact on FLES programs and FLES teacher behavior in the U.S. As a case study, the research included structured interviews and classroom observations which were designed and analyzed with the following research questions in mind: 1. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their curriculum? 2. What do CPS elementary school foreign language teachers believe about No Child Left Behind's impact on their own behavior? The interviews were analyzed using the constant comparative method (Glaser and Strauss, 1967) to methodically identify patterns in the ways in which FLES teachers are influenced by NCLB. To further enrich the study, classroom observations were conducted. The study participants did not note any reduction in FLES programming due to NCLB, however, the study uncovered two recurring critical issues for Murray FLES teachers in the climate of NCLB. The two recurring critical issues revealed by the study's participants are: (a) FLES teachers in CPS believe they face increased challenges in integrating students from NCLB failed schools into their language curriculum and (b) FLES teachers in CPS perceive increased workloads and increased use of school resources, including greater interaction with the school's special education staff, as a result of mainstreaming students with cognitive and behavioral disabilities into FLES programs under NCLB.