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No child left behind? An analysis of...

Emeka, Victoria Oliaku.

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No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students./
Author:	Emeka, Victoria Oliaku.
Description:	188 p.
Notes:	Adviser: Robert Roemer.
Contained By:	Dissertation Abstracts International67-04A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3212960
ISBN:	9780542629334

No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students.
Emeka, Victoria Oliaku.

No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students. - 188 p.

Adviser: Robert Roemer.

Thesis (Ph.D.)--Loyola University Chicago, 2006.

The purpose of this study is to investigate the relevance of applying cultural frameworks, specifically culturally relevant pedagogy and Afrocentricity, to the implementation of the No Child Left Behind ( NCLB) Act of 2001 in order to increase the potential of improving the academic achievement of African American students. According to a statement made by President George Bush, "By the time [African American students] reach 12th grade, only one in six can read at grade level. Only three percent of African Americans are testing at the proficient level in mathematics. The achievement gap between African American students and White students in fourth grade who are reading at or above the proficient level is twenty-eight percent" (Bush, 2004, p. 1, para. 4).

ISBN: 9780542629334Subjects--Topical Terms:

1017673
Black Studies.

No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students.
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245 1 0 $a No child left behind? An analysis of the No Child Left Behind Act of 2001 and the relevance of cultural frameworks in its implementation for underachieving African American students.
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500 $a Adviser: Robert Roemer.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1164.
502 $a Thesis (Ph.D.)--Loyola University Chicago, 2006.
520 $a The purpose of this study is to investigate the relevance of applying cultural frameworks, specifically culturally relevant pedagogy and Afrocentricity, to the implementation of the No Child Left Behind ( NCLB) Act of 2001 in order to increase the potential of improving the academic achievement of African American students. According to a statement made by President George Bush, "By the time [African American students] reach 12th grade, only one in six can read at grade level. Only three percent of African Americans are testing at the proficient level in mathematics. The achievement gap between African American students and White students in fourth grade who are reading at or above the proficient level is twenty-eight percent" (Bush, 2004, p. 1, para. 4).
520 $a The NCLB Act aims to improve the academic achievement of all students in the nation, but more specifically, close the achievement gap between minority students and their White counterparts. This study proposes applying culturally relevant pedagogy and Afrocentric methodology into the educational curriculum and teachers' pedagogical practices in the implementation of the NCLB Act in order to improve the performance of underachieving African American students. Culturally relevant pedagogy and Afrocentricity offer insight into how teachers can apply African American cultural elements as powerful resources to successfully improve the academic performance of underachieving African American students. This study aims to demonstrate that culturally relevant pedagogy and Afrocentric methodology through the application of cultural knowledge, experiences, frames of reference, and learning styles of culturally diverse students, can potentially make the NCLB Act more successful at leaving "no child behind."
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