No Child Left Behind

Little is known about Critical Race Theory (CRT) and if CRT components influence practice in public schools regarding requirements of the No Child Left Behind (NCLB) Act of 2001. Closing the academic achievement gap that exists between students of color and White students continue to be a top priority. The study examined the extent to which components of CRT influenced practice in public schools regarding requirements of NCLB. The study examined NCLB requirements through the lens of CRT. At the very core of NCLB is the goal of ensuring that all students have a fair, and equal opportunity in obtaining a high quality education and reach proficiency level on state academic achievement standards and academic assessments. CRT has sought to create equal educational opportunities for all children, and asserts that race and culture do matter and are important components to be considered when educating children. According to CRT one way to ensure that all students perform at a proficiency level or higher is for schools and educators to commit to developing curriculum and programs that acknowledge the multiple strengths that each child brings into the classroom.

Autorentext

Mary L. Cameron, Ed.D: Studied Organizational Leadership and Policy Development at University of Minnesota, Dissertation Topic: "No Child Left Behind: A review from a Critical Race Theory Lens". Associate Director of Human Resources and Equal Opportunity and Instructor in the Sociology-Anthropology Department at University of Minnesota Duluth.