No Child Left Behind Act Analysis

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Since the induction of the No Child Left Behind (NCLB) Act, the role of the principal has changed significantly. It has shifted from merely business managerial to maintaining academic growth and accountability for student success (Schoen & Fusarelli, 2008). The problem is there hasn't been much research to support the effectiveness of a principal's involvement in the classroom on the academic success of students. Despite the ever growing list of demands, principals must find a way to meet the national AYP (Acceptable Yearly Progress) federal standards.

The need for principals to take a direct approach to student success has become more prevalent due to NCLB. According to a 2005 study in Florida, the relationship between principal involvement in the implementation of a new reading program and student success was directly correlated. With 338 participating principals, the results showed that student gains in reading words per minute and fluency were among the marked gains as well as significant growth in reading achievement for sub groups including Limited English Proficient students and students with learning disabilities (Nettles, 2005). This is just one example of how principals can affect student success with direct interaction. With more focused attention, students can and will succeed at higher rates. This study shows that with proper planning, principals can focus their efforts directly on particular groups of students to actively participate in their success.

In addition to direct effects of principal involvement, some studies investigate how perception affects success. Gentilucci and Muta suggest that student perception of principals as instructional leaders in their school also plays a vital role in their success....

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...to address academic concerns directly is a role that principals must now face. They have a responsibility as a result of No Child Left Behind Act. However, in this modern educational system, being an educational leader, building manager, and behavioral manager has taken precedence. This has led to apathy from students regarding their own academic success. Finding a solution on how to help build intrinsic motivation into students is imperative. Arnold Middle School is facing such a problem in two key areas, writing and Special Education. To address this problem, a study regarding weather direct interactions between principals and students who are struggling will positively impact their academic performance, their perception of their own academic performance, and their perception of their administrators is conducted. The results should prove to be a positive one.

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