Michael Fitzpatrick, Ph.D., Earle Knowlton, Ed.D
JAASEP 2(3) (2007) 34-53
Abstract
The No Child Left Behind Act (NCLB, 2002) has generated controversy and support since its inception. Parents, teachers, researchers, authors, advocates, protesters, and politicians have shared views and opinions based on "political" beliefs, biases, and anecdotal and research-based evidence that supports their stance. In attempt to sidestep political attacks or endorsements of NCLB, we reviewed the literature regarding NCLB’s basic principles, its issues in urban school settings, and its impact on students identified as emotionally and behaviorally disturbed who receive special education services in urban school settings. We also discussed relevant recommendations, methods, and strategies to increase a school’s capacity and student outcomes.
Keywords:Student Needs, Educational Legislation, Evidence Based Practice, Federal Legislation, Special Education, Emotional Disturbances, Behavior Disorders, Urban Schools, Literature Reviews, Teacher Qualifications, Accountability, Change Strategies, School Choice, School Safety
DOI: https://doi.org/10.64546/jaasep.35
