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dc.contributor.authorDavis, Elvis Bernard
dc.description.abstractThe purpose of this study was to examine the perspectives of an elementary school principal whose school did not make adequate yearly progress for three consecutive years. The researcher sought to understand what No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP) meant to the participant, and if this reform had changed the work of this principal. Data for this qualitative study were collected during three interviews with the principal. The data from the interviews were analyzed using descriptive analysis. A major finding was that the principal believed his school could attain AYP even after failing to achieve it for three consecutive years. Data revealed that the subgroup of students with disabilities was the major obstacle to making AYP. The data further revealed that the principal perceived that his actions affected the education process within his school and that in fulfilling his role, he had a positive affect on student achievement. As it pertains to the changes in the work of the principal since the implementation of NCLB and AYP, the data revealed that the principal perceived that the major change in his work was the movement from the role of manager to that of instructional leader. The principal did not perceive the ways he was being held accountable had changed since not making AYP for three consecutive years as he faced no formal sanctions.
dc.subjectElementary School Principals
dc.subjectAdequate Yearly Progress
dc.subjectFailing Schools
dc.titleA case study
dc.title.alternativethe perspectives of one elementary school principal whose school did not make Adequate Yearly Progress in the state of Georgia
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorSally Zepeda
dc.description.committeeSally Zepeda
dc.description.committeeC. Thomas Holmes
dc.description.committeeJohn Dayton

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