The Impacts of No Child Left Behind Sanctions on an Elementary School Principal: A Case Study

• In Event: Change Leadership Across Multiple Contexts

Abstract

Principals of schools in improvement believe they have decreased abilities to create change and perceive that they their districts are responding to the sanctions rigidly. This type of response often leads to less innovation, making improvement more difficult (Daly, Der-Martirosian, Ong-Dean, Park, & Wishard-Guerra, 2011). My paper will explore the role of the principal in implementing change in an elementary school in year four of improvement. Mr. Carter, principal at Evergreen Elementary, felt considerable pressure to ensure that his school made AYP and resorted to several top-down mandates to accomplish this goal.

Author

• Amy Orange, University of Houston - Clear Lake