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Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests

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Abstract

This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purely quantitative data.

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