Perceptions of Alternative School Teachers and Administrators About the Impact of the No Child Left Behind Act

Open Access
Glover Queenan, Carla
Graduate Program:
Educational Leadership
Doctor of Philosophy
Document Type:
Date of Defense:
March 17, 2010
Committee Members:
  • Nona Ann Prestine, Dissertation Advisor
  • Nona Ann Prestine, Committee Chair
  • Dr Preston C Green, Committee Member
  • Jacqueline A Stefkovich, Committee Member
  • Edgar Paul Yoder, Committee Member
  • administrators
  • teachers
  • at-risk students
  • Alternative School
  • No Child Left Behind
The purpose of this qualitative study was to investigate and examine the perceptions of alternative school teachers and administrators about the impact of No Child Left Behind on their students and school. Through the lens of alternative school practitioners, this study examined the intersection of at-risk students, alternative education programs, and NCLB. The findings provide valuable insights into the struggles of alternative schools and teachers as they grapple with the reality of No Child Left Behind and what it means for students at-risk and alternative education programs. The results yielded several conclusions which related to the reviewed research. Recommendations can be made for alternative programs on how to maintain their viability in the era of NCLB. They include the need to achieve a balance between the academic and social-emotional aspects of education, the need for autonomy, and the necessity of an integrated curriculum. Relevant recommendations gleaned from this study for legislators and other policymakers on the state and national levels include a greater familiarity with and knowledge of the characteristics of the at-risk student and the implementation of alternate performance measures for this often overlooked student population.