Title
The Impact of Annual Yearly Progress on Middle School Principals Job Satisfaction
Publication Date
2011
Document Type
Article
Abstract
The purpose of the current study is to examine the attitudes of middle school principals in schools meeting AYP versus middle school principals in schools that have not met AYP. As Congress debates the reauthorization of the Elementary and Secondary School Act, better known as the No Child Left Behind Act, many questions have surfaced about the law's effectiveness. While former Secretary of Education Margaret Spellings has indicated that the law was designed with the overall intent of helping schools that fall behind (Spellings, 2008), some have argued that programs implemented under the law have had little or no impact in helping failing schools. The failing designation, assigned by the Federal government for schools that do not meet Adequate Yearly Progress (AYP) may have the effect of threatening the ability of educational leaders to implement the core goals of the schools themselves.
Original Citation
Foley, G., and Nelson, S. (2011). The Impact of Annual Yearly Progress on Middle School Principals Job Satisfaction. National Forum of Educational Administration & Supervision Journal, 28(2), 27-50.
Virtual Commons Citation
Foley, Gerald and Nelson, Stephen (2011). The Impact of Annual Yearly Progress on Middle School Principals Job Satisfaction. In Secondary Education and Professional Programs Faculty Publications. Paper 9.
Available at: https://vc.bridgew.edu/second_ed_fac/9