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Parental Perspectives and Decision-Making Processes About School Choice and Supplemental Educational Services Under No Child Left Behind in a Large Urban Elementary School

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
David Fonseca (Creator)
Institution
Appalachian State University (ASU )
Web Site: http://www.library.appstate.edu/
Advisor
Alice Naylor

Abstract: This case study explored the factors affecting parental thinking and decision making processes about school choice and supplemental educational services under No Child Left Behind (NCLB, 2002) in the largest Title I urban elementary school in the largest school district in a southeastern state, and which is currently identified by NCLB as a persistently “low-performing” school. This study also examined parents’ understanding of the term “low-performing” school. The following questions were used to guide this qualitative case study: What factors influence parents’ perspectives and decision making processes regarding school choice as provided under No Child Left Behind (2002)? What factors influence parents’ perspectives and decision making processes regarding supplemental education services under NCLB (2002), and, What are parents’ perspectives of the term low-performing school?

Additional Information

Publication
Dissertation
Fonseca, D. (2010). Parental Perspectives and Decision-Making Processes About School Choice and Supplemental Educational Services Under No Child Left Behind in a Large Urban Elementary School. Unpublished doctoral dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2010
Keywords
School Choice, Supplemental Education Services, Parental perspectives about school choice, Parental decision-making processes about school, Hispanic parents in Title I schools, Black parents in Title I schools