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1.
The impact of No Child Left Behind (NCLB) on school achievement and accountability
by Maleyko, Glenn, Ph.D.  Wayne State University. 2011: 671 pages; 3487374.
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Determining courses of action for educational leaders to achieve Adequate Yearly Progress
by Anthony, Peter John, Ed.D.  University of Phoenix. 2008: 237 pages; 3324086.
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Accountability of NCLB, student subgroup count, and their combined impact on our public schools
by Franklin, Thomas G., Ed.D.  California State University, Long Beach. 2011: 124 pages; 3472521.
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Selected Practices and Characteristics of Highly Effective Elementary Schools
by Lauritson, George Allen, Ed.D.  Lindenwood University. 2012: 134 pages; 3556900.
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Successful Urban Middle Schools in Georgia: Strategies, Programs, and Best Practices
by Griffin, Kimberly M., Ed.D.  Piedmont College. 2011: 121 pages; 3512928.
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Leadership style and adequate yearly progress: A correlational study of effective principal leadership
by Leapley-Portscheller, Claudia Iris, Ed.D.  University of Phoenix. 2008: 136 pages; 3365619.
10.
The impact of class size on student achievement
by Collins, Michelle Dawn, Ed.D.  Lindenwood University. 2009: 169 pages; 3372761.
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School Principals under Accountability
by Mitani, Hajime, Ph.D.  Vanderbilt University. 2016: 252 pages; 13835151.
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Making the cut: Indiana school accountability and English learner test performance
by Burke, April Maria, Ph.D.  Purdue University. 2014: 217 pages; 3635802.
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School improvement planning in two urban middle schools
by Cepela, Genevieve D., Ph.D.  Illinois State University. 2007: 211 pages; 3290553.
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Administrative Discretion in Public Policy Implementation: The Case of No Child Left Behind (NCLB)
by Angervil, Gilvert, Ph.D.  Florida Atlantic University. 2017: 284 pages; 10610472.
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