Abstract
This chapter seeks to examine the impact of two federal policies, No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA), on educators in the USA during the past decade of reform. NCLB was signed into law in 2002 and is having a profound effect on the education of all students, including students considered at risk for academic failure, such as students with disabilities, students from diverse racial and ethnic minority groups, students from low socioeconomic (SES) backgrounds, and students who are Limited English Proficient (LEP), better known as English Language Learners (ELLs). NCLB “moved the federal government’s role in education from being primarily a source of funding—now about 9% of every public school dollar—to being a major factor in shaping the substance of P-12 curriculum and instruction” (Lieberman, 2008: 1). The most central requirements of NCLB relate to accountability and raising academic expectations. This law mandates that all students (including those from the aforementioned groups) must make adequate yearly progress (AYP). The overall goal is that all students should be achieving reading and math at grade level by the end of the 2013–2014 school year. NCLB establishes that all students must be taught core academic content by teachers who are highly qualified. A 2007 report by the US Department of Education (USDOE) states NCLB requires states to set standards for all teachers to be considered highly qualified and districts to notify parents of students … if their child’s teacher does not meet these standards. The requirements apply to all teachers of core academic subjects: English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography and the requirements also apply to teachers who provide instruction in these subjects to students with limited English proficiency (LEP) and students with disabilities. (USDOE/www.ed.gov/rschstat/eval/teaching/nclb/execsum.html)
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Acker-Hocevar, M., Cruz-Janzen, M.I., Wilson, C.L. (2010). The Impact of Two Policies on Principal and Teacher Preparation Programs: No Child Left Behind and the Individuals with Disabilities Education Act. In: Zajda, J. (eds) Globalization, Education and Social Justice. Globalisation, Comparative Education and Policy Research, vol 10. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3221-8_8
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