How The No Child Left Behind Act Impacted Bilingual Education In A Rural School With Navajo Children
Open Access
- Author:
- Haskan, Melanie Lee
- Graduate Program:
- Educational Leadership
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 15, 2006
- Committee Members:
- John Tippeconnic, Iii, Committee Chair/Co-Chair
Nona Ann Prestine, Committee Member
Edgar Paul Yoder, Committee Member
Susan C Faircloth, Committee Member - Keywords:
- Bilingual Education
No Child Left Behind Act
Navajo children - Abstract:
- ABSTRACT How the No Child Left Behind Act Impacted Bilingual Education in a Rural School with Navajo Students This study focused on how educational policies can bring about change within school systems. This case study presents an analysis of one school on the Navajo Nation to determine if the implementation of No Child Left Behind at Rock Point Community School (RPCS) has changed the way bilingual education is delivered to students. Data collection included reviewing relevant documents and interviews with 15 participants at the school. The findings of the study indicate that the bilingual program used at Rock Point Community School before the implementation of the No Child Left Behind Act was not clearly identified or perceived by the school participants. After No Child Left Behind there was a clearer understanding of the type of bilingual education program being used at the school. Also, there was more of an emphasis on learning the English language and making Adequate Yearly Progress (AYP). In other words, the Partial Immersion bilingual program was better known but its effectiveness seems to be less because of limited Navajo language use, increased emphasis on learning the English language and pressure to make AYP. There was more parental involvement with stable leadership before No Child Left Behind. After No Child Left Behind parents were less involved with the bilingual program and the leadership was not stable. Additionally, funding sources for bilingual education are limited thus minimizing bilingual education programs and the usage of the Navajo language for instruction. The findings in this study indicate a need for additional research on the partial immersion program to gain reliable evidence that would prove that it is an effective method in helping the children at RPCS learn the same rigorous content as other children across the United States. Also, stable, quality leadership is needed. Policy and practice implications are also discussed.