Analyzing the No Child Left Behind Policy through the Lens of Multiple Stakeholders: A Multiple Case Study

The purpose of this study was to evaluate the implemented the no child left behind policy with regard to teachers, students, and parents at Maniki Central Elementary School SPED Center, located in the Kapalong Davao del Norte area. This study utilized a qualitative-multiple case study. Rashid et al. (2019), defined that this method involves a structured process of collecting data through interviews and discussions, which helps capture people’s experiences, perspectives, and insights, as well as specific situations they encounter. McCombes (2023), also sited that a multiple case study requires every researcher to closely examine data related to different variables. By comparing the similarities and differences across multiple cases, a broader and more nuanced understanding of the overall topic can be gained. The study collected a large amount of relevant data for the study. The findings obtained from the interviews were recorded utilizing the voice of the researcher. The responses were thoroughly examined in collaboration with experts. The development of themes was carried out by isolating and extracting salient concepts from the transcriptions, and created themes. The researcher limited the focus of the study on three cases. The researcher communicated the experiences, coping strategies, and perspectives of those involved in the No Child Left Behind (NCLB) program, particularly from the experience of participants and implementers of the program, and the view of the parents. Each of the cases, or informants, were encouraged to discuss or answer the questions of this study. It was important to note that there were three cases in the study and each case consisted of one informant that met the appropriate inclusion criteria. All of the informants were teachers, parents, and students, respectively from the Maniki Central Elementary School. It can be concluded that the implementation is effective to the lens of education, this policy can still continue through the aspect of education to promote harmony and balance to the students in the teaching and learning process.