Has No Child Left Behind Changed the Face of Leadership in Public Schools?

Abstract

A national study examined the perceptions of educational leaders and classroom leaders as to the changes that have occurred in public P-12 schools since the inception of No Child Left Behind. Administrators and teachers who had remained in the same district for five years, and who had been in the field of education since at least 2002, were asked to respond to a comparison of priorities regarding their time resource allocations before and since the implementation of No Child Left Behind. Teachers and administrators shared some common perceptions but differences in their beliefs regarding the value of identified changes became apparent. This study identified some positive and some negative unintended consequences that become the legacy of No Child Left Behind.