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No Child Left Behind and the Public Schools
University of Michigan Press, 2007 Cloth: 978-0-472-09979-5 | eISBN: 978-0-472-02151-2 | Paper: 978-0-472-06979-8 Library of Congress Classification LB2806.22.A18 2007 Dewey Decimal Classification 379.1580973
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
“A powerful, detailed, and exceptionally balanced critique of NCLB. It offers some hope for how we might overcome its faults. No legislator or educational expert should be allowed to get away with not reading it—whether to agree or disagree. It’s a must learning experience.” —Deborah Meier, Senior Scholar and Adjunct Professor, Steinhardt School of Education, New York University, and author of In Schools We Trust “A concise, highly readable, and balanced account of NCLB, with insightful and realistic suggestions for reform. Teachers, professors, policymakers, and parents—this is the one book about NCLB you ought to read.” —James E. Ryan, William L. Matheson and Robert M. Morgenthau Distinguished Professor, University of Virginia School of Law This far-reaching new study looks at the successes and failures of one of the most ambitious and controversial educational initiatives since desegregation—the No Child Left Behind Act of 2001. NCLB’s opponents criticize it as underfunded and unworkable, while supporters see it as a radical but necessary educational reform that evens the score between advantaged and disadvantaged students. Yet the most basic and important question remains unasked: “Can we ever really know if a child’s education is good?” Ultimately, Scott Franklin Abernathy argues, policymakers must begin from this question, rather than assuming that any test can accurately measure the elusive thing we call “good” education. See other books on: Educational accountability | Educational Policy & Reform | Public schools | Social Policy | Standards See other titles from University of Michigan Press |
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Nearby on shelf for Theory and practice of education / School administration and organization:
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No Child Left Behind and the Public Schools
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
University of Michigan Press, 2007
Cloth: 978-0-472-09979-5
eISBN: 978-0-472-02151-2
Paper: 978-0-472-06979-8
Cloth: 978-0-472-09979-5
eISBN: 978-0-472-02151-2
Paper: 978-0-472-06979-8
“A powerful, detailed, and exceptionally balanced critique of NCLB. It offers some hope for how we might overcome its faults. No legislator or educational expert should be allowed to get away with not reading it—whether to agree or disagree. It’s a must learning experience.”
—Deborah Meier, Senior Scholar and Adjunct Professor, Steinhardt School of Education, New York University, and author of In Schools We Trust
“A concise, highly readable, and balanced account of NCLB, with insightful and realistic suggestions for reform. Teachers, professors, policymakers, and parents—this is the one book about NCLB you ought to read.”
—James E. Ryan, William L. Matheson and Robert M. Morgenthau Distinguished Professor, University of Virginia School of Law
This far-reaching new study looks at the successes and failures of one of the most ambitious and controversial educational initiatives since desegregation—the No Child Left Behind Act of 2001.
NCLB’s opponents criticize it as underfunded and unworkable, while supporters see it as a radical but necessary educational reform that evens the score between advantaged and disadvantaged students. Yet the most basic and important question remains unasked: “Can we ever really know if a child’s education is good?”
Ultimately, Scott Franklin Abernathy argues, policymakers must begin from this question, rather than assuming that any test can accurately measure the elusive thing we call “good” education.
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
