‘A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors′ policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations.’
—Kenneth Wong, Professor
Peabody College, Vanderbilt University
‘This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind.’
—Richard F. Elmore, Gregory Anrig Professor of Educational Leadership
Harvard Graduate School of Education
‘The well-documented and thorough approach to collecting the data is a major strength. The material fit with my experiences as a practicing principal. This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do—ensure that every child is successful!’
—Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY
Member, 2002-2003 NAESP Board of Directors
The essential guide to understanding NCLB
The No Child Left Behind Act of 2001 is one of the biggest educational forces of our time. So why is it one of the least understood? NCLB Meets School Realities is an essential resource for educators wanting to explore and understand the issues raised by NCLB. Based on original research of 11 districts across 6 states by The Civil Rights Project at Harvard University, this text details how NCLB is put into practice, the issues it raises, and how it affects minority and low-income students. The authors look closely at the implications of increased federal involvement in education, how states designed their accountability systems to meet the NCLB requirements, and the implications of the adequate yearly progress provisions for schools and students. They examine whether the transfer policy creates better schooling options for disadvantaged families, the ability of districts to implement supplemental educational services, and how teachers view the efficacy of NCLB′s reforms. They also review one provision—graduate rate accountability—in light of the national graduation rate crisis.
NCLB Meets School Realities includes:
- Practical methods to understanding the political implications of NCLB
- A detailed look at how proficiency standards affect minority youth
- Revealing data from 11 school districts across 6 states
Tabela de Conteúdo
Preface
Acknowledgments
About the Authors
About the Contributors
Introduction
1. When Federal Power Is Expanded: The Politics of Implementing the No Child Left Behind Act
2. Test-Based Accountability and the Achievement Gap
3. Does NCLB Provide Good Choices for Students in Underperforming Schools?
4. Increasing Bureaucracy or Increasing Opportunities? School District Experience With Supplemental Educational Services
5. Listening to Teachers: Classroom Realities and NCLB
6. Graduation Rate Accountability Under the No Child Left Behind Act
7. Conclusion: Rethinking No Child Left Behind
Endnotes
References
Index
Sobre o autor
Gary Orfield is Professor of Education and Social Policy at the Harvard Graduate School of Education. Professor Orfield is interested in the study of civil rights, education policy, urban policy, and minority opportunity. He is Co-Founder and Director of the Civil Rights Project at Harvard, an initiative that is developing and publishing a new generation of research on multiracial civil rights issues. Orfield′s central interest has been the development and implementation of social policy, with a central focus on the impact of policy on equal opportunity for success in American society. Recent works include studies of changing patterns of school desegregation and the impact of diversity on the educational experiences of law students. In addition to his scholarly work, Orfield has been involved with development of governmental policy and has served as an expert witness in court cases related to his research. He has participated as an expert witness of a court-appointed expert in several dozen civil rights cases, including the University of Michigan Supreme Court case which upheld the policy of affirmative action in 2003 and has been called to give testimony in civil rights suits by the United States Department of Justice and many civil rights, legal services, and educational organizations. In 1997, Orfield was awarded the American Political Science Association′s Charles Merriam Award for his ‘contribution to the art of government through the application of social science research.’ A native Minnesotan, Orfield received his Ph.D. from the University of Chicago and travels annually to Latin America, where his research work is now expanding.
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