The No Child Left Behind Act (NCLB) has direct implications for what happens educationally in the classroom. Based on in-depth data from Arizona, California, Georgia, Illinois, New York and Virginia and 11 school districts within these states, authors from the acclaimed Harvard Civil Rights Project illuminate for educators the issues raised by NCLB and what the law means for local districts and schools. This is an essential resource for every educational leader interested in understanding the implications of NCLB in the classroom, participating in the dialogue, communicating issues to school communities, and discerning levels of accountability, progress, and standards.
"This text offers valuable information for understanding the intent of NCLB, the positive effects of the legislation, the shortcomings of NCLB as currently authorized, and specific recommendations for improvements." -Dolores Gribouski, Principal Columbus Park Elementary School, Worcester, MA A provocative examination of NCLB and how it can be improved. The pending reauthorization of the No Child Left Behind Act (NCLB) has generated a spirited debate among educators. In this volume, a team of noted education scholars assess NCLB's performance-based system and the challenges of improving NCLB in order to meet the goals of the law. This edited resource by Gail L. Sunderman provides a comprehensive evaluation of NCLB and discusses options for modifying the legislation. With contributions from Gary Orfield, Linda Darling-Hammond, Catherine Snow, Robert Linn, and Daniel Koretz, among others, Holding NCLB Accountable examines the themes of capacity, accountability, school reform, and the law's impact on educating all students, especially those from low-income and diverse backgrounds. This groundbreaking work assesses the efficacy of NCLB test-based accountability and responds to critical questions such as: How do we develop assessments and accountability systems that assist rather than interfere with educational progress? How do we promote change without being counterproductive? How do we create a viable educational agenda that is mindful of state and local capacity? Presenting a range of perspectives, the contributors identify how to revise NCLB in ways that will mitigate the negative aspects of the law and promote the conditions necessary for meaningful student learning.
"This text offers valuable information for understanding the intent of NCLB, the positive effects of the legislation, the shortcomings of NCLB as currently authorized, and specific recommendations for improvements." -Dolores Gribouski, Principal Columbus Park Elementary School, Worcester, MA A provocative examination of NCLB and how it can be improved. The pending reauthorization of the No Child Left Behind Act (NCLB) has generated a spirited debate among educators. In this volume, a team of noted education scholars assess NCLB's performance-based system and the challenges of improving NCLB in order to meet the goals of the law. This edited resource by Gail L. Sunderman provides a comprehensive evaluation of NCLB and discusses options for modifying the legislation. With contributions from Gary Orfield, Linda Darling-Hammond, Catherine Snow, Robert Linn, and Daniel Koretz, among others, Holding NCLB Accountable examines the themes of capacity, accountability, school reform, and the law's impact on educating all students, especially those from low-income and diverse backgrounds. This groundbreaking work assesses the efficacy of NCLB test-based accountability and responds to critical questions such as: How do we develop assessments and accountability systems that assist rather than interfere with educational progress? How do we promote change without being counterproductive? How do we create a viable educational agenda that is mindful of state and local capacity? Presenting a range of perspectives, the contributors identify how to revise NCLB in ways that will mitigate the negative aspects of the law and promote the conditions necessary for meaningful student learning.
