The No Child Left Behind Act of 2001 required states to set cutoffs to determine which schools were subject to accountability for their racial/ethnic subgroups. Using a regression discontinuity design and data from North Carolina, this study examines the effects of this policy on teacher turnover and attrition. Subgroup-specific accountability had…

The practical reality for far too many urban schools is one that reflects the despair, dire socioeconomic situations, and a complex cultural ethos of numerous neighborhoods and countless youth. Thus, a more rigorous analysis and critical appreciation of youth is necessary because their issues are complex, multifaceted, and delve deeper than what…

The authors applied an adaptation of prior models of acculturation to all 16 Hispanic students attending a predominately Black, high-poverty, urban high school (n = 1,267 students) identified by No Child Left Behind standards as failing. No published study to date has investigated Hispanic acculturation within such a setting. Findings reveal that…