Attainable Goals? The Spirit and Letter of the No Child Left Behind Act on Parental Involvement

Autor/in	Epstein, Joyce L.
Titel	Attainable Goals? The Spirit and Letter of the No Child Left Behind Act on Parental Involvement
Quelle	In: Sociology of Education, 78 (2005) 2, S.179-182 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070507800207
Schlagwörter	Stellungnahme; Federal Legislation; Parent Participation; Family Involvement; Academic Achievement; Achievement Tests; Parent School Relationship; Standardized Tests; Educational Quality; Educational Sociology; Family School Relationship; School Community Relationship; Educational Objectives + Suchen Sie Ihr Suchwort? Bundesrecht; Elternmitwirkung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Standadised tests; Standardisierter Test; Quality of education; Bildungsqualität; Bildungssoziologie; Erziehungssoziologie; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Now in its third full school year of implementation, the No Child Left Behind Act (NCLB) has been drawing praise and blame. It has been praised for its goals of increasing all students' learning, requiring disaggregated data to monitor the progress of major subgroups of students, and having high-quality teachers in all schools. It has been criticized for overemphasizing the importance of standardized achievement tests, setting unrealistic time lines for clearly unreachable goals, and underfunding its requirements. Although most attention has been paid to NCLB's requirements for annual achievement tests and high-quality teachers, the law also includes important requirements for schools, districts, and states to organize programs of parental involvement and to communicate with parents and the public about students' achievement and the quality of schools. In this article, the author offers her perspectives on NCLB's requirements for family involvement; provides a few examples from the field; suggests modifications that are needed in the law; and encourages sociologists of education to take new directions in research on school, family, and community partnerships. (ERIC).
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	2017/4/10