| This phenomenological, qualitative dissertation examines the impact and influences of the legislation of No Child Left Behind , and specifically the poverty factors relative to both the graduation rate and the passing rate of the student on the high school exit exam. The primary research question in this study the feelings, perceptions, and convictions of the students, parents, and educators on the implementation of No Child Left Behind impact on learning at the high school level.; The subordinate research questions that were addressed in this study were: (1) What are the feelings, beliefs and convictions of the students, parents and educators on the regulations and requirements of the legislation of No Child Left Behind? (2) How significant is the impact of the economic status of the family, and does it correspond to the learning achievement of the child? (3) How significant is the impact of the educational status of the family, and does it correspond to the learning achievement of the child? (4) What factual evidence is there to show that the parents' literacy, parenting, and job skills correspond to their children's academic achievement? (5) How significant is the impact of the English speaking designation of the student, and does this designation correspond to the learning achievement of the child? (6) How significant is the impact of the student's reading level entering high school and during high school? (7) What is there, if any, research based evidence to show the impact of socio-psychological, family-related, peer-related, and school-related factors that correspond to learning achievement?... |
