Group and Interaction Effects with "No Child Left Behind": Gender and Reading in a Poor, Appalachian District

Creator

Robert Bickel
A. Stan Maynard

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2004

Abstract

Critics of “No Child Left Behind” judge that it oversimplifies the influence of social context and the place of socially ascribed traits, such as social class, race, and gender, in determining achievement. We hold that this is especially likely to be true with regard to gender-related group effects and gender-implicated interaction effects. ...

Keywords

United States. No Child Left Behind Act of 2001, Low-income schools

Extent

22

Geographic Location

West Virginia

Volume

12

Issue

4

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Bickel, R., Maynard, A.S., (2004, January 28). Group and interaction effects with “No Child Left Behind”: Gender and reading in a poor, Appalachian district, Education Policy Analysis Archives, 12(4). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n4.

Identifier

E11-00353

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Bickel, Robert and Maynard, A. Stan, "Group and Interaction Effects with "No Child Left Behind": Gender and Reading in a Poor, Appalachian District" (2004). Education Policy Analysis Archives (EPAA). 134.
https://digitalcommons.usf.edu/usf_EPAA/134