The Urban Review

, Volume 41, Issue 2, pp 141–160

Urban School Principals and the ‘No Child Left Behind’ Act

  • Mary E. Gardiner
  • Kathy Canfield-Davis
  • Keith LeMar Anderson
Article

DOI: 10.1007/s11256-008-0102-1

Cite this article as:
Gardiner, M.E., Canfield-Davis, K. & Anderson, K.L. Urban Rev (2009) 41: 141. doi:10.1007/s11256-008-0102-1

Abstract

This exploratory study investigated how six practicing school principals responded to the requirements of the No Child Left Behind law (United States Congress Public Law 107–110, 2002, January, No Child Left Behind Act, http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf) in light of the multicultural leadership demands presented by an urban setting. It examines perspectives of principals on the legal aspects of No Child Left Behind (NCLB) and what they did to manage its requirements. Multicultural leadership literature provided a framework to understand the perspectives of school leaders. The findings suggest three principals were engaged in meaningful and practical work to both fulfill the requirements of NCLB and meet the needs of their students. Three principals were focused on the requirements of the law and did not see the connection between multicultural leadership and NCLB. The study’s recommendations include a multicultural leadership approach to current NCLB school reform.

Keywords

Urban school principalsNo Child Left Behind ActMulticultural education theoryMulticultural leadership

Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Mary E. Gardiner
    • 1
  • Kathy Canfield-Davis
    • 2
  • Keith LeMar Anderson
    • 3
  1. 1.Department of Counseling and School Psychology, Special Education & Educational LeadershipUniversity of Idaho, BoiseBoiseUSA
  2. 2.Department of Counseling and School Psychology, Special Education & Educational LeadershipUniversity of Idaho, Coeur d’AleneCoeur d’AleneUSA
  3. 3.Boise State UniversityBoiseUSA