Principal Desirabilitiy for Professional Development (Report‪)‬

INTRODUCTION Today's American educational system is facing a revolutionary change involving high-stakes testing designed to raise student achievement. The No Child Left Behind Act (NCLB) is potentially the most significant educational initiative to have been enacted in decades (Simpson, LaCava, & Graner, 2004), and NCLB affects virtually every person employed in the public school system (Heath, 2006). This legislation is unprecedented in its expectation that all students, regardless of disability, native language, race, socioeconomic status, or ethnicity, meet the standards in English and mathematics. Albrecht and Joles (2003) verified that NCLB outlined the most rigorous and exacting set of standards-based strategies; it was enacted for reforming schools and implemented a mandate that all schools demonstrate adequate yearly progress.