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Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests

Angela Valenzuela, Linda Prieto and Madlene P. Hamilton
Anthropology & Education Quarterly
Vol. 38, No. 1 (Mar., 2007), pp. 1-8
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/4126357
Page Count: 8
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Introduction to the Special Issue: No Child Left Behind (NCLB) and Minority Youth: What the Qualitative Evidence Suggests
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Abstract

This article presents an analysis of four ethnographic studies examining the impacts of the No Child Left Behind (NCLB) Act on minority youth. The analysis relies on qualitative approaches to address immediate problems of practice as well as broad theoretical questions related to NCLB. The studies reveal nuances in teacher pedagogy, curricular instruction, cultures, communities, and political influences that cannot be captured in reviews of purely quantitative data.

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