ABSTRACT
Since passing the No Child Left Behind Act 2001, school districts throughout the United States have busied themselves with the development of more rigorous outcome-based curricula, assessment plans, and coaching for standardized tests. Teaching methods were examined, and teachers and administrators were held more responsible for outcomes. In spite of these efforts, many schools have not significantly improved on-time graduation rates and test scores. This is particularly true for students struggling with challenges outside the school walls, sometimes being involved with multiple systems such as health care, legal, mental and physical healthcare, child protective, family reconciliation, and other social services.
