Literaturnachweis - Detailanzeige
| Autor/in | Smith, Emma |
|---|---|
| Titel | Raising standards in American schools: the case of No Child Left Behind. |
| Quelle | In: Journal of education policy, 20 (2005) 4, S. 507-524Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0268-0939 |
| Schlagwörter | Evaluation; Chancengleichheit; Leistungssteigerung; Soziale Herkunft; Bildungspolitik; Förderungsmaßnahme; Öffentliche Schule; Schulaufsicht; Schulerfolg; Schulleistung; Schulversagen; Bildungsprogramm; Sprachfertigkeit; Finanzierung; Standard; Öffentliche Trägerschaft; Ethnische Gruppe; Minderheit; USA |
| Abstract | The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America's public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/1 |
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