Abstract

The No Child Left Behind (NCLB) Act of 2001 holds public schools in the United States accountable for increased student achievement and adequate yearly progress (AYP). Schools that do not make AYP for three consecutive years are subject to stringent sanctions. Principals, teachers, and students are under tremendous pressure to demonstrate increased achievement each year. State Boards of Education are insisting that school leaders have knowledge about curriculum and instruction in addition to the managerial skills that were the hallmarks of educational administration programs in years past. Colleges that prepare prospective principals are redesigning their instructional leadership programs to ensure that they are prescriptive, standards-based, and curriculum-focused to meet NCLB’s rigorous requirements.

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