The Impact of School Characteristics on Passing and Failing Status of Public Elementary and Secondary Schools

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dc.contributor.authorPowell, Anne
dc.date.accessioned2019-10-28T13:50:10Z
dc.date.available2019-10-28T13:50:10Z
dc.date.issued2008
dc.description.abstractSocial policies for children and youth have experienced frequent philosophical shifts and taken considerably different directions in the past century (Jenson & Fraser, 2006). Many social policies have been created in reaction to certain events or situations. A reactive approach to policy-making has led to inconsistent and fragmented policies and programs that often fall short of addressing the complex individual and social problems that confront many children, youth, and families (Jenson & Fraser, 2006). In 2002, President George W. Bush signed into law the No Child Left Behind Act (NLCB). This landmark legislation serves as a powerful example of a reactive approach to policy development and has altered significantly the role of the federal government in public education.en_US
dc.identifier.urihttps://hdl.handle.net/10657/5055
dc.language.isoen_USen_US
dc.publisherUniversity of Houston Graduate College of Social Worken_US
dc.subjectElementary Schoolsen_US
dc.subjectSecondary Schoolsen_US
dc.subjectAnne Powellen_US
dc.subjectPerspectives on Social Worken_US
dc.subjectElementary Schools
dc.subjectSecondary Schools
dc.subjectPerspectives on Social Work
dc.titleThe Impact of School Characteristics on Passing and Failing Status of Public Elementary and Secondary Schoolsen_US
dc.typeArticleen_US

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