School systems respond to the No Child Left Behind Act: A case study of four California school districts in the Central Valley serving more than 75 percent of minority students.

摘要

Purpose. This qualitative exploratory case study (a) examined the impact of No Child Left Behind on practices and policies of four California school districts in the Central Valley serving more than 75 percent of minority students, and (b) identified the emergent issues surrounding the implementation of the provisions of NCLB in the selected school districts.;Methodology. The research method used to collect data was four semistructured, open-ended interview questions which focused on the provisions for implementing the No Child Left Behind Act. Sixteen school administrators from the four California school districts within the Central Valley district office and the site level were interviewed.;Findings. To successfully implement the No Child Left Behind Act provisions, there is a need for change in three areas: professional development, teacher quality, and communications. There was limited or a lack of professional development for school districts and schools. Secondly, the school district and school administrators are not convinced that the requirement of "highly qualified" credentials results in "highly qualified" teachers. Thirdly, there is a need for more communication between school personnel inside and outside of the school districts with parent stakeholders about No Child Left Behind.;Conclusions. A conclusion from this study is that major changes are necessary within the four California school districts in the Central Valley's leadership, professional development, teacher recruitment and certification, and communication of policies and practices to assure successful short- and long-term implementation of the No Child Left Behind provisions.;Recommendations. Further research is advised to: (a) replicate and enlarge this study to include all of the schools within the Central Valley; (b) examine and understand the specific experiences of administrators by school levels, as well as faculty by school levels (i.e., elementary school, middle school, high school); and (c) examine and understand the perspective of parents regarding the efficacy of school districts and school policies and practices regarding the implementation of No Child Left Behind.