Driving Change

Autor/in	Casserly, Michael
Titel	Driving Change
Quelle	In: Education Next, 4 (2004) 3, S.32-37 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Federal Legislation; Educational Improvement; School Choice; Sanctions; School Districts; Urban Schools; Program Improvement; Academic Achievement; Public Schools; Scores; School Surveys; Educational Change; Leadership; Accountability + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Choice of school; Schulwahl; Sanction; Sanktion; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Public school; Öffentliche Schule; Bildungsreform; Führung; Führungsposition; Verantwortung
Abstract	This article presents a progress report on urban school districts' efforts to execute the mandates of the No Child Left Behind Act, a law they greeted with both hope and fear due to the sanctions it authorized against failing systems. To investigate their progress, the Council of the Great City Schools conducted a survey of its 60 member urban school districts and requested data on two of the measure's accountability provisions: choice and supplemental services. Results from the 46 districts that responded as of November 2003 suggest that urban districts are implementing the requirements in these two areas, but are confronting a number of challenges as they do so. In this article, the author details their actions and the difficulties they face implementing three provisions of NCLB: (1) public school choice; (2) school capacity and choice; and (3) supplemental services to show that the law is experiencing growing pains, but largely viewed positively by urban school administrators. (Contains 3 figures.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10