Contingencies, Macrocontingencies, and Metacontingencies in Current Educational Practices: No Child Left Behind?

Abstract

Using Glenn's framework (1985, 1986, 1988, 1991, 2004), this paper describes the public school system as an entity comprised of interrelated cultural units ranging from federal and state agencies to local school districts, schools and individual classrooms. At each of these levels the interlocking behavioral contingencies (IBCs) resulting from implementation of Public Law 107-110, No Child Left Behind, are described. This paper identifies potentially problematic educational practices (selected by social consequences) and the cumulative effects of these practices.