The Impact of School Characteristics on Passing and Failing Status of Public Elementary and Secondary Schools

Social policies for children and youth have experienced frequent philosophical shifts and taken considerably different directions in the past century (Jenson & Fraser, 2006). Many social policies have been created in reaction to certain events or situations. A reactive approach to policy-making has led to inconsistent and fragmented policies and programs that often fall short of addressing the complex individual and social problems that confront many children, youth, and families (Jenson & Fraser, 2006). In 2002, President George W. Bush signed into law the No Child Left Behind Act (NLCB). This landmark legislation serves as a powerful example of a reactive approach to policy development and has altered significantly the role of the federal government in public education