Putting "No Child Left Behind" behind Us: Rethinking Education and Inequality

Autor/inn/en	Leathersood, Darnell; Payne, Charles
Titel	Putting "No Child Left Behind" behind Us: Rethinking Education and Inequality
Quelle	(2016), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Legislation; Federal Legislation; Elementary Secondary Education; Educational Policy; Educational Change; Accountability; Achievement Gap; Urban Education; Poverty; Equal Education; Foreign Countries; Racial Discrimination; Educational Environment; Books; United States; Canada; United Kingdom; Australia; New York (New York); Netherlands (Amsterdam) + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Politics of education; Bildungspolitik; Bildungsreform; Verantwortung; Stadtteilbezogenes Lernen; Armut; Ausland; Racial bias; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Book; Buch; Monographie; Monografie; USA; Kanada; Großbritannien; Australien
Abstract	This review examines four books that may offer some insight into what the discussion about educational policy, reform, and performance may look like after the era of No Child Left Behind (NCLB). Collectively, "The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling" by Jal Mehta, "Too Many Children Left Behind: The US Achievement Gap in Comparative Perspective" by Bruce Bradbury and colleagues, "Despite the Best Intentions: How Racial Inequality Thrives in Good Schools" by Amanda E. Lewis and John B. Diamond; and "Toxic Schools: High-Poverty Education in New York and Amsterdam" by Bowen Paulle show that concerns with school accountability are now embedded in broader discussions about the importance of investing in children, families, and schools and how the internal dynamics of schools either support or frustrate those investments. We hope that these works represent a trend toward thinking that is less a historical and reductionist and more empirically grounded than some of the thinking driving educational reforms when No Child Left Behind was passed. [This paper was published in "Social Service Review" v90 n3 Sep 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01