Dissertation by Harrison, E.K. (2010).
Although inequity in educational opportunity provided to children (based on poverty, ethnicity, disability, or English as a second language) has led to a massive federal and state initiative to reshape public education (ESEA 1965 and ESEA 2001, known as the No Child Left Behind Act, or NCLB), the issue of the condition of schools such children attend has been resistant to inclusion in the culture of educational reform. This study was undertaken to probe this resistance by examining the perceptions of a specific population of principals whose evaluation and continuing employment was tied to improving student achievement in their schools, in order to assess the condition of their buildings and their identification of condition with effect on student achievement.
