Dissertation/Thesis Abstract

The impact of No Child Left Behind on principal leadership in public middle schools: A multiple case study
by Issa, Semeen Rahemtulla, Ed.D., California State University, Fullerton, 2012, 180; 3528607
Abstract (Summary)

This qualitative multiple case study probed the research question "What is the impact of federal accountability legislation, specifically No Child Left Behind, on middle school principals' leadership practices in two districts with contrasting socioeconomic and student demographics?" The study was set in middle schools in two neighboring districts. One was a high-achieving district in an affluent area with a large Asian student population and smaller Latino population, and the other, a Program Improvement (PI) district, was located in a less affluent socioeconomic area with a high Hispanic/Latino student population and lower Asian student population. The study examined how principals adapt their leadership practices to suit the two different school environments. The interpretation and implementation of NCLB measures may be variable in schools with differing student demographics, especially since NCLB is a one-size-fits-all accountability policy. The study concluded that interviewed principals focus on addressing student achievement and consider collaboration to be the key to improving student achievement. All principals adjust their leadership practices to suit their diverse contextual environments, and all principals agree that socioeconomics are a major factor in how they implement their leadership practices within their own schools.

Indexing (document details)
Advisor: Stichter, Ken
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 74/01(E), Dissertation Abstracts International
Subjects: Educational leadership, Middle School education, Education Policy, Educational administration
Keywords: Leadership, Middle school, NCLB, Principals, Student achievement
Publication Number: 3528607
ISBN: 978-1-267-61765-1
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