The impact of No Child Left Behind on selected exemplary middle level characteristics in Indiana middle level schools

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dc.contributor.advisor Sharp, William L. en_US
dc.contributor.author Snapp, Jim en_US
dc.coverage.spatial n-us-in n-us--- en_US
dc.date.accessioned 2011-06-03T19:31:16Z
dc.date.available 2011-06-03T19:31:16Z
dc.date.created 2007 en_US
dc.date.issued 2007
dc.identifier LD2489.Z64 2007 .S63 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/180914
dc.description.abstract The purpose of the study was to determine the impact, if any, of No Child Left Behind (NCLB) on middle level characteristics (e.g. interdisciplinary teams, common planning time, heterogeneous grouping, interdisciplinary curriculum, and advisory programming) in Indiana middle level schools as assessed by building principals, and if those characteristics have increased, decreased, or remained consistent as a result of NCLB. The research also included demographic information (e.g. age of respondents, years in administration, years in current position), university/certification training on the specific needs of young adolescents, current Adequate Yearly Progress status under NCLB, improvement in mathematics and/or language arts as measured by ISTEP, and adjustments to the daily schedule to provide more time for mathematics and/or language arts classes. In addition, respondents were surveyed regarding the increase in remediation classes, both in place of elective and core classes, and the expansion of grade retention.The population for the study included all Indiana public schools that include grade seven as reported by the 2006-2007 Indiana Department of Education School Directory. The sample did not include principals of Indiana Department of Correction schools or alternative schools. The survey instrument was mailed to 420 principals. At the close of the survey window, 274 surveys had been returned for a 65 % return rate.The findings indicate a greater level of implementation of middle level characteristics as a result of No Child Left Behind in all areas with the exception of wide participation in exploratory activities. Data also indicates a narrowing of the curriculum for young adolescent students as more students are removed from core classes and exploratory classes to spend extended time in mathematics and/or language arts classes, There has also been a dramatic increase in schools utilizing grade retention as a result of NCLB. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent x, 131 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Middle school education -- Indiana. en_US
dc.subject.lcsh Middle school principals -- Indiana -- Attitudes. en_US
dc.subject.other United States. No Child Left Behind Act of 2001. en_US
dc.title The impact of No Child Left Behind on selected exemplary middle level characteristics in Indiana middle level schools en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1378149 en_US


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  • Doctoral Dissertations [3090]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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