Using the states' paraprofessional requirements, this study explored the effects of the No Child Left Behind Act of 2001 (NCLB) on the paraprofessionals' ability to assist in instruction as seen through the perceptions of paraprofessional and teacher teams. The literature review discloses data regarding the implementation of NCLB paraprofessional requirements into the accountability plans of the 50 states and the District of Columbia. Tables synthesize the assessments used by states to meet NCLB paraprofessional requirements. The Council for Exceptional Children performance-based standards for paraeducators provides the framework for the development of two survey instruments, which measured the perceptions of paraprofessionals and cooperating teachers on the training, knowledge, and skills utilized during instruction. Two survey instruments were developed to gain insight into the perceptions of paraprofessional and supervising teacher teams. The perceptions of the teams were compared to those among the paraprofessionals themselves. There were significant statistical differences between both the teams and the paraprofessionals with two or more years of higher education or those with a high school diploma or equivalency. The differences between the paraprofessionals and the teachers suggested that supervising teachers perceived both groups of paraprofessionals were lacking in training, knowledge, and skills. Paraprofessionals with higher education perceived a similar lack in their own abilities. However, paraprofessionals with high school diplomas perceived their ability as greater than that perceived by the teachers.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Nelson, Heather Goodwin, "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals" (2005). Theses and Dissertations. 595.
No Child Left Behind, NCLB, paraprofessional, paraprofessionals, paraeducator, paraeducators