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No Child Left Behind: A National Study of Its Impact on Special Education in Rural Schools

Authors :
Barbara L. Ludlow
Katherine Mitchem
Kalie R. Kossar
Source :
Rural Special Education Quarterly. 24:3-8
Publication Year :
2005
Publisher :
SAGE Publications, 2005.

Abstract

Under the most recent national mandates, the No Child Left Behind Act (NCLBA) and the newly reauthorized Individuals with Disabilities Education Improvement Act (IDEIA), schools must bring virtually all students to the proficient level on state content tests within the next decade. Schools are expected to meet this challenge by employing only highly qualified teachers who are well trained to use evidence-based practices beginning next year. Serious concerns have been voiced by a variety of stakeholders about the impact of these mandates on rural schools as well as about their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and annual yearly progress and inform the debate on policies and practices associated with their implementation in rural schools. Results indicated that a majority of participants believed that NCLBA would have a negative impact on rural schools and that rural schools would have difficulty meeting the accountability and quality provisions of the Act in the area of special education.

Details

ISSN :
21688605 and 87568705
Volume :
24
Database :
OpenAIRE
Journal :
Rural Special Education Quarterly
Accession number :
edsair.doi...........6946e82411154e3cae9c6973d4afdde4
Full Text :
https://doi.org/10.1177/875687050502400102