Taking the Pulse of Three California High School Teachers: How Does the No Child Left Behind Act of 2001 Affect Them?

While the goals of NCLB are to improve the academic performance of all students, to achieve equity in and among schools, and to provide more qualified teachers (Darling-Hammond, 2006), its complex regulations have created what Darling-Hammond describes as "a bizarre situation in which most of t...

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Published in:English Leadership Quarterly 2007-10, Vol.30 (2), p.5
Main Author: O'Shea, Mary
Format: Article
Language:English
Subjects:
Beginning Teachers
Elementary schools
English teachers
Environmental science
Federal Programs
Grade 10
High Schools
Individualized Instruction
Interviews
No Child Left Behind Act 2001-US
Secondary school students
Standardized tests
Urban schools
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description While the goals of NCLB are to improve the academic performance of all students, to achieve equity in and among schools, and to provide more qualified teachers (Darling-Hammond, 2006), its complex regulations have created what Darling-Hammond describes as "a bizarre situation in which most of the nation's public schools will be deemed failing within the next few years, even many that already have high scores or that are steadily improving each year" (p. 654).
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subjects Beginning Teachers
Elementary schools
English teachers
Environmental science
Federal Programs
Grade 10
High Schools
Individualized Instruction
Interviews
No Child Left Behind Act 2001-US
Secondary school students
Standardized tests
Urban schools
title Taking the Pulse of Three California High School Teachers: How Does the No Child Left Behind Act of 2001 Affect Them?
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