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Since the induction of the No Child Left Behind (NCLB) Act, the role of the leader has changed significantly. It has shifted from only business managerial to preserving academic rise and accountability for student achievement (Schoen & Fusarelli, 2008). The issue is there hasn't been much research to support the effectiveness of a principal's involvement in the classroom about the academic achievement of students. Despite the ever growing list of requirements, attorneys must find a means to satisfy the federal AYP (Acceptable Yearly Progress) national standards. The demand for principals to have an immediate approach to student success has become more widespread because of NCLB. Based on a 2005 research in Florida, the association between main involvement in the implementation of a new reading program and student success has been directly correlated. With 338 engaging attorneys, the results showed that student gains from reading words per minute and fluency were one of the noticeable gains in addition to significant increase in reading success for sub classes including Limited English Proficient students and pupils with learning disabilities (Nettles, 2005). This is only one example of how principals can influence student success with direct interaction. With more concentrated attention, pupils can and can succeed at higher rates. This study shows that with appropriate preparation, principals can focus their efforts directly on particular groups of pupils to actively participate in their achievement. Besides direct effects of principal involvement, some studies investigate how perception affects success. Gentilucci and Muta imply that student understanding of principals as educational leaders within their school also plays a vital role in their achievement...