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Dissertations / Theses on the topic 'No Child Left Behind Act of 2001 (United States)'

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Published: 4 June 2021
Last updated: 26 February 2023

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1

Swenson, Alan. "Issues and insights into the applicability of the No Child Left Behind Act of 2001." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swensona.pdf.

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2

Rollins, Brett. "A comprehensive review of literature associated with the No Child Left Behind Act of 2001." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009rollinsb.pdf.

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3

Nelson, Heather Goodwin. "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd924.pdf.

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4

Panzica, Susan E. "Standards-based reform and No Child Left Behind : their effects on kindergarten practices." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1395588.

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Examining teacher attitudes about the impact of Standards-Based Reform (SBR) and No Child Left Behind (NCLB) on current teaching practices in kindergarten classrooms was the focus of this mixed-methods study. The investigation was designed to survey classroom teachers concerning activities and opinions about enactment of governmental policy, One hundred-nine kindergarten teachers responded to a questionnaire about beliefs, educational level, years of kindergarten teaching, and classroom practices. Follow-up semi-structured interviews were carried out with ten teachers to gather information on attitudes, beliefs, and implementation of policy. Quantitative analysis was used on practices and subject changes. Qualitative analysis was used to report attitude, procedural changes, and predictions concerning SBR and NCLB. Triangulation strengthened the study by examination of classroom practices and teacher reporting through plan book inspection.The quantitative research was conducted to measure changes through chi-square analysis to the questionnaire responses, Developmental teaching practices and subject changes were examined. Outcomes demonstrated that teaching practices had become more "blended" but more developmental than teacher-directed. Significant differences were noted in subject changes, confirming that language arts dominates the curriculum. Subjects not tested for NCLB were presented less,Ten teachers who had taught prior to initiation of SBR in Indiana (2000) were interviewed and their plan books were examined. Along with an open-ended question from the questionnaire, these responses provided the qualitative methodology. Analysis created six categories concerning the impact of SBR and NCLB on the child, the classroom, the family, the teacher and profession, and the future of education. Theories were developed that addressed the conflict educators feel between the Structure of legislation and the Humanistic components of teaching. This personal balance that teachers have created between Structure and Humanistic was influenced by a sense of independence garnered by support of principals. Teachers who taught in schools with structured, embedded programs aimed at raising test scores exhibited the most stress and lack of autonomy.This study resulted in five recommendations. They were: encourage developmental practices that support the individual child, increase the role of the parent in the educational partnership process, to support teacher inclusion in decision making to foster autonomy, and the need for professional organizations and teacher preparation programs to heed current teaching practices while supporting the developmental needs of the child.
Department of Elementary Education
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5

Pease, Sylvia. "Exploring the Impact of No Child Left Behind on the Maine Superintendent." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/PeaseS2009.pdf.

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6

Hodges, Amelia Elizabeth. "The No Child Left Behind Act of 2001 the impact of policy requirements and recommendations for policy improvements /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.47 Mb., 97p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3200524.

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7

Stang, Patricia A. "Teacher perceptions, knowledge, and the effects of the No Child Left Behind Act." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006stangp.pdf.

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8

Arroyo, de Romano Jacqueline Elena. "The policy implications of the No Child Left Behind Act for English language learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2589.

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9

Resmann, Brittany. "NO CHILD LEFT BEHIND?: THE RELATIONSHIP BETWEEN EDUCATION POLICY AND STUDENT SUCCESS." Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4074.

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This study investigated how education policy influences student success, and if there are linkages between K-12 education policy and higher education. Historically, education has primarily been a function of state and local governments. The role of the federal government drastically changed with the passage of the No Child Left Behind Act in 2001. This thesis focused on the influence of No Child Behind on several indicators of student success in K-12 and postsecondary education. All fifty states were examined in this study. This approach is rather unusual since it is typical to focus on one state or a small group of states. In addition to the state level analyses, macro analyses were also conducted to generate sounder policy prescriptions. This study tested three primary research questions. The first research question tested possible changes in several measures of student success since the implementation of No Child Left Behind. The second research question analyzed the relationship between K-12 education policy and higher education. The third research question addressed the possibility that state education reforms have had an impact on test scores, graduation rates, and college enrollment. Findings showed that K-12 test scores have improved on the national level since the implementation of No Child Left Behind, but there are several states that have witnessed a decline in test scores since legislation was enacted. There was no relationship between the state reforms and the variables that measured student success. Based on the findings, policy prescriptions were generated for both leaders within education and policymakers.
M.A.
Department of Political Science
Sciences
Political Science MA
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10

Brown, Brian Edward. "No child left behind? a socioeconomic comparison of urban, suburban and rural school systems in Ohio /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=942.

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11

Docken, Staci. "The effects of the No Child Left Behind Act on the practice of testing students with limited English proficiency." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005dockens.pdf.

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12

Proctor, Michelle Jhonette. "Listen to the teachers critical perspectives on teaching and the testing policy of the 2001 No Child Left Behind Act /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116601690.

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13

Ballard, Robin Richards. "Writing individualized education plans for students with specific learning disabilities compliance after the No Child Left Behind Act /." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-06212006-125859.

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14

Snapp, Jim. "The impact of No Child Left Behind on selected exemplary middle level characteristics in Indiana middle level schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1378149.

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The purpose of the study was to determine the impact, if any, of No Child Left Behind (NCLB) on middle level characteristics (e.g. interdisciplinary teams, common planning time, heterogeneous grouping, interdisciplinary curriculum, and advisory programming) in Indiana middle level schools as assessed by building principals, and if those characteristics have increased, decreased, or remained consistent as a result of NCLB. The research also included demographic information (e.g. age of respondents, years in administration, years in current position), university/certification training on the specific needs of young adolescents, current Adequate Yearly Progress status under NCLB, improvement in mathematics and/or language arts as measured by ISTEP, and adjustments to the daily schedule to provide more time for mathematics and/or language arts classes. In addition, respondents were surveyed regarding the increase in remediation classes, both in place of elective and core classes, and the expansion of grade retention.The population for the study included all Indiana public schools that include grade seven as reported by the 2006-2007 Indiana Department of Education School Directory. The sample did not include principals of Indiana Department of Correction schools or alternative schools. The survey instrument was mailed to 420 principals. At the close of the survey window, 274 surveys had been returned for a 65 % return rate.The findings indicate a greater level of implementation of middle level characteristics as a result of No Child Left Behind in all areas with the exception of wide participation in exploratory activities. Data also indicates a narrowing of the curriculum for young adolescent students as more students are removed from core classes and exploratory classes to spend extended time in mathematics and/or language arts classes, There has also been a dramatic increase in schools utilizing grade retention as a result of NCLB.
Department of Educational Leadership
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15

Bethel, Bambi. "The 2002 No Child Left Behind Act (NCLB), the amended 2004 Individuals with Disabilities Educational Act (IDEA), and promoting the american democratic ideals of equity and access a critical enquiry based on the work of Michel Foucault and Jean-François Lyotard /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r2861.

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16

Martinez-Cantu, Veronica A. "Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5146/.

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This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that socioeconomic status of students had the most significant impact school performance. Two other variables, teacher salary and student-teacher ratio, had a significant effect on school performance suggesting alternative means of eliminating inequality in education.
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17

Dyer, Kathryn B. "A comparison of eighth grade reading proficiency on state assessments with the National Assessment of Educational Progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4884.

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The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales.
ID: 029809249; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 296-302).
Ed.D.
Doctorate
Educational Research, Technology, and Leadership
Education
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18

Gleason, Paul. "Gender segregated learning environments an analysis of the perceived impact of single-sex classrooms in South Carolina." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4902.

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Educating male and female students in separate learning environments has been a common practice since the early inception of educational programs. However, this practice was heavily debated in the 20th century for its perceived inequalities in the treatment of students based on their gender resulting in today's coeducational classroom structure. Recently, interest in single-sex classrooms returned as an alternative for educating America's youth. Political support for this educational approach was evident in modifications to the 2006, No Child Left Behind Act which in turn led to increased availability and popularity of this educational venue. Despite same-sex classrooms' acceptance, research results on the effectiveness of single-sex classrooms have been mixed contributing to inconclusive findings that do little to support the use of public funds for such initiatives. The purpose of this research is the analysis of data to clarify the outcomes of single-sex classroom environments and their effects on students. South Carolina Department of Education survey results (2008) were examined using ANOVA analysis to identify differences in the group means between the male and female students and regression analysis was used to test the influence of the control (independent) variables on the dependent variables. The statistical analysis did not find significant differences in how the single-sex classrooms impact males and females in terms of academic achievement. However, motivation and self-esteem were found to have significant differences for male and female students in single-sex classrooms. Notably the analysis results indicated 4th, 5th, and 6th grade levels demonstrated the greatest disparities between the genders. Regression results highlighted the inability of the independent (control) variables of grade level, gender, or ethnicity in explaining the variation in any of the dependent variables, failing to confirm the model used in analysis.; Likewise, grade level was generally found to have a greater impact than gender or ethnicity on the academic achievement, motivation and self-esteem dependent variables. It is recommended that additional research be conducted to further consider these variables and their effects on students utilizing a wider range of control (independent) variables.
ID: 029810004; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 135-160).
Ph.D.
Doctorate
Health and Public Affairs
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19

Carr, John D. "Florida school indicator report data as predictors of high school adequate yearly progress (AYP)." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4864.

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The focus of this research was to identify variables reported in the 2008-2009 Florida School Indicator Report (FSIR) that had a statistical impact, positive or negative, on the likelihood that a school would achieve Adequate Yearly Progress (AYP) in reading or mathematics using the logistic regression technique. This study analyzed four broad categories reported by the FSIR to include academic, school, student, and teacher characteristics. FSIR and AYP data was collected for 468 Florida high schools that were categorized by the Florida Department of Education as presenting a comprehensive curriculum to grades 9-12 or grades 10-12. It was determined in this study that academic data associated with ACT results and the grade 11 FCAT Science were effective predictors of a school's academic health in reading and mathematics. Student absenteeism showed the greatest impact on a school obtaining AYP in reading while the percentage of students qualifying for free and disabled populations within a school showed the greatest impact on a school obtaining AYP in mathematics. Teachers teaching out of field were identified as having a negative influence on AYP in reading and mathematics while a teacher's experience was considered a positive influence on AYP in mathematics only. Further research is necessary to fully explore the use of logistic regression as a predictive tool at the state, school district, and school level.
ID: 029809839; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 241-250).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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20

Bur, Marsha. "The relationship between principal reported instructional and organizational practices of Title I elementary schools and adequate yearly progress." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4862.

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This study examined the practices of Title I elementary school principals in the state of Florida for the school year 2009 - 2010. Elementary school principals in six Florida school districts responded to a survey to determine the extent of implementation of instructional and organizational practices identified by research to improve instruction and learning. The practices (sub-constructs) examined were identified as curriculum, instruction, assessment, educational agenda (vision, mission, beliefs, goals), leadership for school improvement, community building, and culture of continuous improvement. The results of this study indicated that participating Florida Title I principals believed that they were implementing effective instructional and organizational practices in their schools. Despite this belief, all but two of the schools represented in the results, failed to make adequate yearly progress (AYP) for school year 2009 - 2010. The analysis of the responses indicated a negative, but not statistically significant, correlation between self-reported scores and AYP percentage points earned. These results warrant further study to determine if the reported indicators can be verified by observation or other personnel. Within the limits of this study, the negative correlation suggested that school principals should examine their practices related to instructional and organizational effectiveness for fidelity and stakeholder buy-in. Principals must not only believe that these practices are evident, they must verify them through constant monitoring and quantitative measures.
ID: 029809713; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 120-127).
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education
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21

Smith, Martin Dunbar Kinnucan Henry W. "An analysis of the No Child Left Behind Act using gradual switching regressions." Auburn, Ala, 2009. http://hdl.handle.net/10415/1789.

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22

Coyne, Katherine Jane Louttit. "The impact of No Child Left Behind Act mandates on the roles of paraprofessionals." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/katherine_j_coyne/Coyne_Katherine_J_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." In Education Administration, under the direction of Linda M. Arthur. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 140-144) and appendices.
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23

Umpstead, Regina R. "Three essays on education law and policy state court definitions of educational adequacy ; the No Child Left Behind Act unfunded mandate debate ; and conceptions of equal education opportunity for students with disabilities under the Individuals with Disabilities Education Act and the No Child Left Behind Act /." Diss., Connect to online resource - MSU authorized users, 2008.

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24

Hopson-Lamar, Rochelle Lenea. "No Child Left Behind Act the impact on the performance levels of gifted students relative to those of non-gifted students /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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25

Jordan, Connie F. "Perceptions of teacher educators effects of the No Child Left Behind Act on the preparation of preservice teachers to teach in a diverse society /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1453170811&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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26

Powell, Michael L. "Moving Ahead or Falling Behind?: A Rhetorical Analysis of the Historical and Socio-Political Implications of the No Child Left Behind Act." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1162823685.

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27

Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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28

Dotterweich, Lisa J. "Who Knows What?: A Study of the Role of Epistemic Communities in the Making of the No Child Left Behind Act." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1238700803.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Nov. 13, 2009). Advisor: Tom Hensley. Keywords: No Child Left Behind Act, NCLB, epistemic communities, Antoniades, education policy. Includes bibliographical references (p. 213-223).
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29

Dobson, Ramona. "The relationship between accountability mandates, school leadership, and school improvement exploring the impact of the No Child Left Behind Act on one school's efforts to bring about and sustain reform /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6096.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 19, 2009) Vita. Includes bibliographical references.
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30

Longshore, Renee Michelle. "The rhetoric of state assessment: Educational politics in the public school system." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2721.

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In this thesis I explore the rhetoric behind the assessment push nation-wide and, particularly, in California. I take a close look at what politicians, educators, and citizens say about public education and their views of the current educational reform: whether they are speaking in support of or opposition to the No Child Left Behind Act of 2001. I look specifically at the finances of public education in California, the impact and current outcome of NCLB, and propose new reforms as suggested by those intimately involved in education.
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31

Wood, Teri. "The No Child Left Behind Act: the divide between policy and practice." Thesis, 2006. http://hdl.handle.net/2152/3445.

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32

Blue, Deborah Ann. "Constructions of the highly qualified teacher: the impact of a federal policy on high school math teachers." Thesis, 2006. http://hdl.handle.net/2152/2465.

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33

Davidson, Elizabeth Kate. "Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure." Thesis, 2016. https://doi.org/10.7916/D8JW8F5M.

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Since 2002, the rules and regulations of the No Child Left Behind (NCLB) Act have dictated state and local education policy, influenced state and local reform efforts, and led to significant investments in building the capacity of state and local education agencies to meet its mandates. Using a nationally comprehensive data set on school- and student subgroup-level NCLB outcomes, these three studies are the first national studies exploring the ways in which state officials’ interpretations of NCLB policy led to significant cross-state variation in school and subgroup outcomes across the country. I also investigate the extent to which NCLB accountability pressures and incentive structures led state and local officials to use school closure as a remedy for schools’ persistence poor performance. I conduct the latter analysis for all U.S. public schools and separately for a subset of U.S. public schools, all U.S. charters schools, in order to account for the idiosyncrasies of charter school governance and oversight. I find that significant cross-state variation in the share of schools identified as “failing” according to NCLB rules can largely be explained by variation in states’ NCLB implementation decisions, and that schools determined to have “failed” according to NCLB rules are more likely to close than schools that never “failed.” For all public schools and for charter schools only, a school determined to have “failed” according to NCLB rules is significantly more likely to close than a school determined to have never “failed.” Combined, these studies provide insight into the ways in which states’ NCLB implementation decisions had significant and lasting impact on school outcomes and state and local reforms.
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Sallman, Jennifer R. "Should I Stay or Should I Go? Teacher Retention in the Era of Accountability." Thesis, 2018. https://doi.org/10.7916/D8DF878R.

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The purpose of this study is to evaluate the impact of the standards-based accountability (SBA) provisions of No Child Left Behind (NCLB) on the retention of teachers of color. I am interested in this impact, given the growing body of evidence suggesting a more diverse teacher workforce would benefit all students, particularly students of color (Villegas & Irvine, 2010); however, the teacher workforce is becoming increasingly homogenous and white, in part, due to the declining retention of teachers of color. Overall, I hypothesize that the widespread introduction of SBA as prescribed by NCLB has changed teachers’ instructional practices, thereby changing teachers’ experiences of their job and ultimately their employment decisions. Further, I posit that those changes in teachers’ experience, particularly reductions in perceptions of classroom autonomy, disproportionately impacts the employment decisions of teachers of color (Ingersoll & May, 2011). In this study, I answer three research questions: (1) How have trends in teacher retention changed over time and, how does that vary by teacher race/ethnicity? (2) What teacher-, school-, and organizational-factors influence teacher retention, and how do those vary by teacher race/ethnicity? (3) How has the widespread introduction of SBA through NCLB influenced teacher retention, and how does that vary by teacher race/ethnicity? I use the Schools and Staffing Survey (SASS) and its accompanying Teacher Follow-Up Survey (TFS) to answer my three research questions. Overall, I confirm an increasing decline in the retention of black and Hispanic teachers and decreasing perceptions of classroom autonomy, which coincides with the widespread introduction of SBA through the signing of NCLB in 2002. However, that decline in retention is only significant for black teachers and not for Hispanic teachers by 2007-08. Additionally, using a linear probability model, I found that the relationship between perceptions of classroom autonomy and retention varies by teacher race/ethnicity, and that there is a significant relationship between perceptions of classroom autonomy and retention for black teachers in 2007. However, I did not find that relationship for Hispanic teachers or white teachers. Ultimately, using a difference-in-difference (DD) model, I only found a significant decline in retention for Hispanic teachers as result of the SBA provisions of NCLB; however, it is unclear how the SBA provisions of NCLB is driving that decline, since I did not find a meaningful relationship between perceptions of classroom autonomy and retention for Hispanic teachers. In that DD model, I did not find a similar decline for black teachers. On the contrary, I found that black teachers in 2007 in states that had previously adopted SBA provisions similar to those in NCLB (Prior states) experienced a significant decline retention and perceptions of classroom autonomy, despite previous exposures to those SBA provisions. These counterintuitive results lead me to reinterpret my results applying institutional theory. Using institutional theory, I concluded that Prior states were able to implement the SBA provisions of NCLB with greater fidelity and, therefore, the impact of NCLB on perceptions of classroom autonomy and retention was greatest for black teachers in those states. Based on these results, I offer future research and policy recommendations to improve the diversity of the teacher workforce.
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35

Vuksanovich, Monica Lee Schrier Leslie A. "The FLES teacher's voice, a case study examining the impact of the No Child Left Behind Act on elementary school foreign language teachers." 2009. http://ir.uiowa.edu/etd/270/.

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