Abstract/Details

Meeting the challenge of No Child Left Behind: How an inner -city middle school succeeded


2006 2006

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Abstract (summary)

How did an inner-city middle school, serving a population of poor Black and Latino students, a student population that is traditionally unsuccessful in public schools, raise and maintain student achievement over a period of more than 3 years?

A New York City middle school was the subject of the study. The school was selected for the study on the basis of 8th grade students' performance on the No Child Left Behind (NCLB)--mandated New York State Intermediate-Level Mathematics and English Language Arts (ELA) annual assessments. Four elements of effective schools theory, Leadership, Organizational Structure, Curriculum and Teaching, and Professional Development (input variables) and the effect of these strategies on school culture (intervening variable) provided a theoretical framework for the study. Specifically, if the school successfully operationalized these 4 frequently quoted, research based school improvement paradigms, then student success and teacher satisfaction, longevity, and efficacy will be the outcomes (dependent or outcome variables). Teacher perception was a highly informative source of data.

A sequential, mixed method research design guided the collection and analysis of data from a staff survey and subsequent interviews of administrators and staff representative of the general teacher population; observations of classes; restructuring committee meetings; faculty conferences; professional development workshops; and school community artifacts.

The findings depicted a school led by a strong, long-term, collaborative principal. The principal's strategies include the selective hiring of teachers, the utilization of research based strategies, and a unique reculturation process. The result is a very effective and deeply entrenched learner-centered school culture that supports and encourages staff and students to attain high student achievement through a culture of continuous learning.

Indexing (details)


Subject
School administration;
Curricula;
Teaching;
Secondary education
Classification
0514: School administration
0727: Curricula
0727: Teaching
0533: Secondary education
Identifier / keyword
Education; Inner city; Middle school; No Child Left Behind; Reform
Title
Meeting the challenge of No Child Left Behind: How an inner -city middle school succeeded
Author
Whiteside, Velma Bailey
Number of pages
172
Publication year
2006
Degree date
2006
School code
0072
Source
DAI-A 67/03, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780542592607, 0542592606
Advisor
Jackson, Barbara L.
University/institution
Fordham University
University location
United States -- New York
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3210285
ProQuest document ID
305333224
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305333224
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