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dc.contributor.advisorGross, Steven Jay
dc.creatorCatarro, Albert F.
dc.date.accessioned2020-11-03T16:23:33Z
dc.date.available2020-11-03T16:23:33Z
dc.date.issued2014
dc.identifier.other890207719
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2670
dc.description.abstractThis qualitative case study is designed to document the impact of No Child Left Behind (NCLB) on career and technical education (CTE) in Pennsylvania. The research was conducted utilizing a qualitative case study protocol on two specific CTE Centers in the suburban Philadelphia area. The study centered on the following question. Has compliance to the accountability components of NCLB impacted the delivery of secondary education in CTE centers in the Pennsylvania? The study identified the changes that have occurred to selected CTE centers in the NCLB era. The assessment mandates of federal policy NCLB are narrowly focused in academic curriculum. The data used to answer the questions was accumulated through interviews with facility staff and the examination of archival records at the two specific centers to be researched. This study determined the impacts of NCLB on the facilities. The impacts included; decreased enrollment, increased academic and testing focus, reduction in technical budgets, increase in academic budgets, increase of special education students, staff changes for the increase of academic areas, morale issues, program changes, shifts in staff development, facility changes, negative publicity and public image due to academic reporting in the media. Questions for future study. What are the costs, financial and opportunity related to the reduction in CTE for increased academics? How many students have been denied the opportunity of attending or completing CTE programs? Why there isn't an alignment of NCLB and IDEA goals? What is the emotional impact to our students who keep getting told they are below basic? The conclusion from this study suggests that the public education system in this country needs to be more centered on actual student outcomes and preparing students with marketable skills and not based on the narrow focus of academic test scores.
dc.format.extent139 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Leadership
dc.subjectCareer and Technical Education
dc.subjectCareer Education
dc.subjectCte
dc.subjectNclb
dc.subjectNo Child Left Behind
dc.titleNo Child Left Behind: The Answer to Preparing Students for Careers, or the Demise of Career and Technical Education?
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberPartlow, Michelle Chaplin
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberFarley, Frank
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2652
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-03T16:23:33Z


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