Inspiring Vision, Disappointing Results: Four Studies on Implementing the No Child Left Behind Act. Introduction

Autor/in	Orfield, Gary
Institution	Harvard Civil Rights Project, Cambridge, MA.
Titel	Inspiring Vision, Disappointing Results: Four Studies on Implementing the No Child Left Behind Act. Introduction
Quelle	(2004), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Reading; United States History; Reading Instruction; Federal Government; Educational Policy; Federal Legislation; Government Role + Suchen Sie Ihr Suchwort? Frühlesen; Leseunterricht; Bundesregierung; Politics of education; Bildungspolitik; Bundesrecht
Abstract	The No Child Left Behind Act of 2001 (NCLB) is the most significant and controversial change in federal education policy since the federal government assumed a major role in American education almost four decades ago. In many ways, it is the most startling departure in federal educational policy in American history. It is hard to imagine that there are many Americans who do not share its aspirations--to provide better, more demanding education to all students and to have all groups of students in every school move steadily toward a high level of achievement. A number of the specific goals are equally compelling--improving early reading instruction, upgrading the quality of teachers in high poverty schools, providing information for accountability and improvement, and setting the goal that all groups of disadvantaged students make substantial progress every year in every school. Few could disagree with the idea that students in seriously failing schools should have an opportunity to go somewhere else or that it would be good for low-income parents to have resources to supplement their children's education. The authors interest in NCLB is very similar to the interest often expressed by President Bush. Researchers believe that no child should be left behind, as millions have been, that there should be high expectations of children, that resegregation of schools raises the already high stakes of equalizing school opportunity, and that educators should be held responsible for assuring progress for all racial and ethnic subgroups of students. The authors are in favor of good assessments that measure progress and accountability for results. Since the research starts from the perspective of children and minority communities rather than from the perspective of the school systems, the unions, the political parties, or other interests, the authors are not at all reluctant to support major changes if they work. Their central concerns are about racial and ethnic equity. Understanding the impact of NCLB on minority children and schools drove their selection of states and districts--they wanted to know how it worked in states with quite different educational systems and policies but with substantial minority enrollments. [This document represents an introduction to the following reports by authors, Gail L. Sunderman and Jimmy Kim: Expansion of Federal Power in American Education (ED489169); Large Mandates and Limited Resources (ED489171); Does NCLB Provide Good Choices for Students in Low-Performing Schools? (ED489172); and Increasing Bureaucracy or Increasing Opportunities? (ED489173).] (ERIC).
Anmerkungen	Harvard Education Publishing Group, 8 Story Street, 1st Floor, Cambridge, MA 02138. Tel: 800-513-0763 (Toll Free); Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.civilrightsproject.harvard.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10