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|a LB2806.22.A65 2007_AmicaLinda |2 BU-Local |
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|a The impact of NCLB on inner city elementary school principals |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a viii, 194 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 175-185). |
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|a Copyright Linda A. Amica. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a The No Child Left Behind (NCLB) Act of 2001 and its mandated accountability system has greatly impacted the role of principals. NCLB was authorized to address students in specific subgroups: limited English proficient students, migrants, minorities, and students with disabilities in an effort to ensure attainment of a defined level of proficiency. Inner city schools are characterized by a significant number of students from the targeted subgroups. Many school districts have currently created a nexus between principal evaluations and appraisals, student achievement, and the overall school performance. Consequently, inner city elementary school principals are threatened with the possibilities of low performance evaluations, career redirection, and loss of school level control. Purpose : The purpose of this study was to describe and explore the perceptions and experiences of principals who are assigned to inner city elementary schools. The researcher’s goal was to describe the participants’ views of accountability for administrators and their responsibilities for school improvement, student achievement, and the state’s system of grading schools as outlined by NCLB. Method : The phenomenological approach of qualitative inquiry was most appropriate for this study. The purposively selected criterion sample consisted of five principals assigned to inner city elementary schools. Data was collected via face-to-face interviews; data analysis was conducted by using the modified Stevick-Colaizzi-Keen method as described by Moustakas (1994). Major Findings : The major findings of this study indicated that inner city elementary school principals feel an overwhelming sense of responsibility to address social issues. Participants expressed that NCLB targets inner city schools and that inner-city school principals are directly impacted prompting feelings of ineptness and inadequate treatment. NCLB mandates have brought extreme pressure, stress, and burnout due to accountability issues related to NCLB requirements and school grading. Available training is believed to be generic and informal. Participants believed that performance appraisal instruments are generic with a subjective and political connotation. Participants expressed that the accountability impact of NCLB and school grading outweighs the indicators utilized to evaluate principals. They believe that inner city school principals have experiences that should be shared in order to provide recommendations for improving student achievement. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Educational accountability |x Florida. |
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|a Elementary school principals. |
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|a Education, Urban |x United States. |
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|a Education, Elementary |x Florida. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001364/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/64/00001/LB2806_22_A65 2007_AmicaLindathm.jpg |
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|a Theses and Dissertations |
