Better Federal Policies Leading to Better Schools

Autor/inn/en	Kober, Nancy; Jennings, Jack; Peltason, Jody
Institution	Center on Education Policy
Titel	Better Federal Policies Leading to Better Schools
Quelle	(2010), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Federal Legislation; Nonprofit Organizations; Federal Government; Public Policy; Educational Policy; Government Role; Educational Legislation; Educational Improvement; Educational Research; Evaluation; Academic Standards; Educational Change; Accountability; Academic Achievement; Low Achievement; Standardized Tests; Resource Allocation; Educational Equity (Finance); High Schools; Educational Quality; Disabilities; Special Needs Students; English (Second Language); Teacher Qualifications; Partnerships in Education + Suchen Sie Ihr Suchwort? Bundesrecht; Nonprofit-Organisation; Bundesregierung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Evaluierung; Bildungsreform; Verantwortung; Schulleistung; Unterdurchschnittliche Leistung; Standadised tests; Standardisierter Test; Ressourcenallokation; High school; Oberschule; Quality of education; Bildungsqualität; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrqualifikation; Hochschulpartnerschaft
Abstract	Two years ago, the Center on Education Policy (CEP), an independent nonprofit organization known for its comprehensive studies of No Child Left Behind Act (NCLB) and related issues, began a research-based review of the federal role. As part of this process, the authors examined an extensive body of research from a wide range of sources. They also commissioned scholarly papers, held forums to discuss ideas, solicited advice from experts of various backgrounds, and reflected on their own long-term experience with federal policies. At the end of this process, they developed five guiding principles for reshaping the federal role and ten recommendations for reauthorizing the Elementary and Secondary Education Act (ESEA), particularly Title I. The authors' approach would keep aspects of the current federal role that have contributed to progress, change aspects that could be better designed or implemented, and eliminate requirements and programs that have not been effective. Simply put, their approach is tighter on the front end, with rigorous common standards and aligned assessments, but less prescriptive on the back end, with greater opportunities for experimentation accompanied by evaluations in states that adopt common standards and tests. Finally, they recommend adding new areas of emphasis to the federal role. Appendices include: (1) Papers Commissioned by CEP; (2) Compendium of NCLB Research; and (3) Studies That Informed CEP's Recommendations. (Contains 2 boxes.) (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10