What Parents Still "Do Not" Know about No Child Left Behind and Why It Matters

Autor/in	Lavery, Lesley E.
Titel	What Parents Still "Do Not" Know about No Child Left Behind and Why It Matters
Quelle	In: Journal of Education Policy, 31 (2016) 3, S.343-361 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2015.1094576
Schlagwörter	Educational Legislation; Federal Legislation; Parent Attitudes; Knowledge Level; Educational Policy; Educational Change; Parent Participation; Educational Improvement; Parent Surveys; Elementary Education; Educational Attitudes; Familiarity; Public Schools; Washington + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Elternverhalten; Wissensbasis; Politics of education; Bildungspolitik; Bildungsreform; Elternmitwirkung; Teaching improvement; Unterrichtsentwicklung; Elementarunterricht; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Public school; Öffentliche Schule
Abstract	Utilizing data from an original survey of public school parents, I examine the depth and distribution of parents' knowledge of No Child Left Behind (NCLB). A close exploration of parents' NCLB knowledge, policy-based experiences, and policy evaluations suggests that a superficial policy understanding may contribute to low uptake of policy-related opportunities and the lack of organized political response to perceived policy pitfalls. Though several other policy initiatives have now been layered atop this particular legislative act, given the policy's reach and scope, and reliance on parents' participation, a more careful understanding of NCLB's effects also suggests how future policy reforms might be tailored to better encourage parent awareness of and participation in the school improvement process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01