School of Education
Doctor of Education (EdD)
Michelle B Goodwin
Primary Subject Area
Education, Mathematics; Education, Curriculum and Instruction
Academic Achievement, Achievement Gap, Education, Math, Middle School, No Child Left Behind
This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade math scores on the yearly-standardized test (Criterion Referenced Competency Test - CRCT) in Georgia. A descriptive research design was utilized to examine data obtained from the Georgia Adequate Yearly Progress (AYP) report cards for each school. The research population was 50 randomly selected middle schools in the state of Georgia. The study found the following: 1) there was an achievement gap between eighth-grade African American and white students' math CRCT scores before the implementation of NCLB and it remained over a six-year period from 2001 to 2007; 2) academic achievement was higher for white students before NCLB was implemented and over a six-year period from 2001 to 2007; 3) both African American and white students exhibited an increase in academic achievement after the implementation of NCLB; 4) the achievement gap did not change over a six-year period from 2001 to 2007; therefore, NCLB did not seem to have any effect on the achievement gap between African American and white students.