Providing a comprehensive evaluation of NCLB, this book examines test-based accountability, considers state-level capacity to carry out mandates, and discusses ideas for improving the law.
Providing a comprehensive evaluation of NCLB, this book examines test-based accountability, considers state-level capacity to carry out mandates, and discusses ideas for improving the law.
Gail L. Sunderman is a Research Associate in K-12 Education for the Civil Rights Project at Harvard University. Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at-risk students. At the Civil Rights Project, she is involved in a five-year study examining the implementation of the No Child Left Behind Act of 2001. Prior research includes studies on the implementation of Title I schoolwide programs, governance reform in the Chicago Public Schools, and understanding institutional and organizational constraints on implementing school reform initiatives. Her work has appeared in Educational Policy, Administration Quarterly, and the Peabody Journal of Education. Before joining the Civil Rights Project she was a researcher for the American Institutes for Research and the Center for the Social Organization of Schools at Johns Hopkins University. She received her Ph.D. in political science and M.A. in International Relations from the University of Chicago.
Inhaltsangabe
Acknowledgments About the Editor About the Contributors Introduction Part I. NCLB and Accountability 1. The Pending Reauthorization of NCLB: An Opportunity to Rethink the Basic Strategy - Daniel Koretz 2. Toward a More Effective Definition of Adequate Yearly Progress - Robert L. Linn 3. Beyond Standardization in School Accountability - Mindy L. Kornhaber 4. Promises and Pitfalls: Implications of No Child Left Behind for Defining, Assessing, and Serving English Language Learners - Michael J. Kieffer, Nonie K. Lesaux, Catherine E. Snow Part II. Evidence on How NCLB Is Working 5. Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look Into National and State Reading and Math Outcome Trends - Jaekyung Lee 6. Evidence on Education Under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap) - Walter M. Haney Part III. State Capacity to Implement NCLB 7. Interstate Inequality in Educational Opportunity - Goodwin Liu 8. Massive Responsibilities and Limited Resources: The State Response - Gail L. Sunderman, Gary Orfield 9. Low-Performing Schools Programs and State Capacity Requirements: Meeting the NCLB Educational Goals - Heinrich Mintrop Part IV. NCLB: Impact on School Reform and Effects on Minority Students and Schools 10. No Child Left Behind and High School Reform - Linda Darling-Hammond 11. No Child Left Behind and Continuous School Improvement - Willis D. Hawley 12. No Child Left Behind and Reforming the Nation's Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential? - Robert Balfanz, Nettie Legters 13. Reforming High Schools to Reduce Dropout Rates - Russell W. Rumberger Conclusion - Gail L. Sunderman Index
Acknowledgments About the Editor About the Contributors Introduction Part I. NCLB and Accountability 1. The Pending Reauthorization of NCLB: An Opportunity to Rethink the Basic Strategy - Daniel Koretz 2. Toward a More Effective Definition of Adequate Yearly Progress - Robert L. Linn 3. Beyond Standardization in School Accountability - Mindy L. Kornhaber 4. Promises and Pitfalls: Implications of No Child Left Behind for Defining, Assessing, and Serving English Language Learners - Michael J. Kieffer, Nonie K. Lesaux, Catherine E. Snow Part II. Evidence on How NCLB Is Working 5. Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look Into National and State Reading and Math Outcome Trends - Jaekyung Lee 6. Evidence on Education Under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap) - Walter M. Haney Part III. State Capacity to Implement NCLB 7. Interstate Inequality in Educational Opportunity - Goodwin Liu 8. Massive Responsibilities and Limited Resources: The State Response - Gail L. Sunderman, Gary Orfield 9. Low-Performing Schools Programs and State Capacity Requirements: Meeting the NCLB Educational Goals - Heinrich Mintrop Part IV. NCLB: Impact on School Reform and Effects on Minority Students and Schools 10. No Child Left Behind and High School Reform - Linda Darling-Hammond 11. No Child Left Behind and Continuous School Improvement - Willis D. Hawley 12. No Child Left Behind and Reforming the Nation's Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential? - Robert Balfanz, Nettie Legters 13. Reforming High Schools to Reduce Dropout Rates - Russell W. Rumberger Conclusion - Gail L. Sunderman Index
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