Literaturnachweis - Detailanzeige
| Autor/inn/en | Saultz, Andrew; Schneider, Jack; McGovern, Karalyn |
|---|---|
| Titel | Why ESSA Has Been Reform without Repair |
| Quelle | In: Phi Delta Kappan, 101 (2019) 2, S.18-21 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| DOI | 10.1177/0031721719879149 |
| Schlagwörter | Elementary Secondary Education; Educational Legislation; Federal Legislation; Educational Change; Government School Relationship; Equal Education; Accountability; State Government; Government Role; Tests; School District Autonomy; Educational Policy |
| Abstract | The Every Student Succeeds Act (ESSA) was designed to remedy the wrongs of No Child Left Behind (NCLB). Yet Andrew Saultz, Jack Schneider, and Karalyn McGovern explain that, so far, it has failed to fundamentally alter how the federal government interacts with schools. They discuss the need for federal authority over issues of equity in education and how federal authority has expanded over time, leading to the accountability movement, which, under NCLB, required schools to provide quantifiable measures of student achievement. Although ESSA was touted as a return of control to the states, states are still held accountable for testing requirements, reporting data, and sanctioning underperformance. The authors recommend instead a model of rigid flexibility, in which centralized offices might require certain activities but allow schools some choice in determining specific goals. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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