No Child Left Behind Implications

NCLB (No Child Left Behind aspires to have 100 percent of students in the United States achieve proficiency according to the academic standards set by their states by the year 2014 (U.S. Department of Education, 2002). At the core of the policy is a vision of promoting change through federal expectations for greater accountability from states and school districts. These expectations include accountability for adopting approaches that increase academic achievement for all students and eliminate achievement gaps between various racial, ethnic, and income groups (Jennings, 2002). Prior to NCLB, state accountability systems for schools and districts were based on overall averages, averages that could mask glaring achievement gaps between groups or blur improvement targets that often set lower goals for previously low achieving students. Under these systems, schools where the achievement of low-income students and students of color lagged far behind the achievement of their peers were deemed successful, as were low-achieving schools demonstrated minimal improvement. As a result, achievement gaps persisted or widened, and far too many low-income and minority youth failed to master the skills and knowledge necessary for success in subsequent courses, college and the workforce (Hall & Wiener, 2005).

Most stakeholders accept the general goals of NCLB; however, most educators are extremely concerned that actual compliance will be difficult and in some cases impossible. Regardless of general attitude about the law, this accountability requirement has become a driving force in public schools and has particular significance for the building principals, in that progressive consequences are imposed for consecutive years of academic failure of students (Hill & Usinger, 2006).