Dr. Christopher D. Chandler, Dean of School of Education at Genesis University | 100% Online Tuition-Free University, presents the study of:

Christian Secondary School Principals Achieving AYP Mandates?

Introduction
In recent years an increasing number of studies have been conducted on the effects of AYP on Schools, States and Education . The primary reason for these studies is to illuminate the core educational standards that are necessary and relevant in today’s educational atmosphere as mandated by the 2001 Federal law, No Child Left Behind (NCLB). The main research questions that need to be answered are (1) What are the legitimate and illegitimate sources of influence that affect Christian Education leaders, and (2) How do Christian Secondary School principals achieve AYP mandates? Annual Yearly Progress (AYP) is a highly debated topic within State School Districts and from a Federal Government point of view. As of 2003 every state must identify which schools are making AYP as defined by the No Child left Behind Act of 2001. There are now consistent goals in place for student achievement that applies to all schools and all students in each state. Overall the AYP system is identifying schools with massive achievement gaps. Also the implementation of standardized testing has successfully raised the bar on student performance levels in the general student population and within those students with learning disabilities. (Blackaby, 2001) As successful by state accountability systems, the AYP system is recognizing the improvement of previously low performing schools. AYP results show that schools previously designated as needing improvement can improve and move off the list. (2003). The results of this study will show that the proportion of public schools meeting the prescribed achievement target under the NCLB Act appears to have fallen slightly in the 2005-2006 school years with the percent classified under the law as needing improvement increased. The trends bear out earlier predictions that schools would find it increasingly hard to show adequate yearly progress, AYP, under the law as the number of students tested grew while performance targets rose over time.

Purpose of this Study
The intent of this study is to learn what elements of course study best suites the current needs of students in secondary school. In addition what curriculum creates the best
teaching and learning environment for students in the secondary school classroom and how this curriculum helps the school meet the mandates of the 2001 Federal law No Child Left Behind (NCLB). The focus of this study will be on the results of standardized tests that are given once a year in core subject areas that will reveal if a school meets the mandated Annual Yearly Progress (AYP) as mandated by Federal and State Laws. Adhering to the NCLB Federal Law mandates, the 2005-2006 school year marked the first time that all states had to give annual reading, math science and history test scores.

Methods of Research
Research interviews will be conducted with 12 Christian secondary school principals, six of whom have experienced positive AYP results and 6 who have encountered negative results, in an effort to determine a workable blueprint for school curriculums that will both comply with No Child left Behind Federal law mandates and create a positive and successful learning opportunity for students. It is stated that schools classified as needing improvement as defined by AYP scores and that receive Federal Title One money will face escalating consequences from being required to allow students to transfer to higher performing public schools or even possible closure if they fail to meet AYP on standardized tests. Schools are classified as needing improvement if they fail to make adequate progress for two consecutive years. Researchers at Rice University and the University of Texas-Austin will conduct studies. Their findings will serve as public school models for NCLB and how they might directly contribute to lower graduation rates. These studies will clearly show that as schools come under the accountability system, which uses student test scores to rate schools and reward or discipline principles, massive numbers of students leave the school system. These studies will also show how the exit of low achieving students creates the appearance of rising test scores and of a narrowing of the achievement gap between white and minority students, thus increasing the schools rating. These studies have serious implications for the nations school systems and the NCLB law especially if their findings show that the higher the stakes and the longer such an accountability system governs schools, the more school personnel view students not as children to educate but as potential liabilities or assets for their school performance indications, their own careers or their schools funding. These studies will also show a strong relationship between the increasing number of dropouts and schools’ rising accountability ratings: finding that (1) losses of low achieving students help raise school ratings under the accountability system, (2) principles are allowed to hold back students whom are deemed at risk to reducing the schools scores, most of these students dropout (3) test scores grouped by race single out the low achieving students in these subgroups as potential liabilities to the school ratings increasing incentives for them to quietly exit the school system and (4) zero tolerance rules for attendance and behavior put youth into the court system for minor offences and absences (Alanti , 2006).

Research Design and Procedures
Six high school principle are interviewed and the principle from Savannah high School serves as a case study . The participants include all current high school students who anticipate graduation in May, 2010. These participants must take graduation tests in the following subjects: History, Mathematics, English and Science. The following data chart show the results of these tests for Savannah High School, Chatham County GA:

School District	School Name	% passing all subjects	% passing English/Language Arts	% passing Math	% passing Science	% passing Social Studies	2010 Rank
Chatham County	Savannah High Libera	33.1	71	77	65	36	395

The NCLB act of 2001 requires that schools make “adequate yearly progress” (AYP) towards the goal of having 100% of their students become proficient by the year 2013-2014. The data chart above reveals that contrary to some expectations the applications of “uniform averaging” and “safe harbor”.

Research Proposal
Options would do little to reduce the massive school failure due to unreasonably high AYP targets for all student groups.

Conclusion
With the change in the Executive branch of government in 2016 nothing has occurred to amend or change the NCLB law of 2001. The data evidence collected from graduation tests taken in Chatham County, GA clearly proves that there are definite disadvantages to NCLB and to the AYP procedures in place to force schools into compliance. Clearly there exists conflicts with Biblical Principles since the study discovers the amount of pressure exerted upon Christian secondary school principles to make up the difference between targeted test scores and actual test scores among students. While researching the various aspects of NCLB one frequently encounters several case studies that reflect negative implications to AYP.

Commentary
This study will reveal to the reader that from a Christian point of view, the concept to comply or to educate students is totally unacceptable. Through quantitative and qualitative analysis, evidence collected through data charts and personal interviews, evidence will clearly prove that Christian principle gains their authentication directly from God and will work religiously to find a way to both comply with the law to meet standards set by NCLB and to educate their students focusing on developing curriculums that foster good learning environments . Without question the Christian Principle feels that their calling comes directly from God. Therefore with Biblical principles and morality fully in place the ethical decisions become much easier to make. “Christian Leaders are careful to give matters careful consideration and then are willing to re-evaluate their decisions” (Proverbs 21). There is no longer a decision to comply with NCLB or to educate students but only how to achieve AYP. This study will confirm that there exists legitimate and Illegitimate sources of influence that Christian secondary school principles must be aware of and address on a daily basis.

References
Blackaby, H. & R. (2001) Spiritual Leadership : Moving People on to God’s Agenda; B & H Publishing, Nashville, TN.

Hall, D., Weiner, R., Carey, K. (2003) What New AYP Information Tells us About Schools, States and Public Education; Education Trust, Washington D.C. http://www.edtrust.org Retrieved from the internet 11-30-10.

Olson, L. (2006) As AYP Bar Rises, More Schools Fall, Percent Missing NCLB Goals amid Greater Testing; Education Week V26 N4 P1. retrieved from internet August 6, 2010.

Alanti, E. (2008) Negative Implications of No Child Left Behind; Rice University Press.

Lee, J.(2004) How Feasible is Adequate Yearly Progress (AYP) Simulations of School AYP “Uniform Averaging” and “Safe harbor” Under NCLB Act. Educational Policy Analysis Archives, V12 N1.

http://www.thelittlemaninchina.wordpress.com/2010/11/11/book-review-spiritual-leadership-moving-people-on-to-gods-agenda-by-henry-and-richard-blackaby. Retrieved from the internet 12-06-10.

Source: by Dr. Christopher D. Chandler | Dean: School of Education of Genesis University