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Autor/inn/enYdesen, Christian; Dorn, Sherman
TitelThe No Child Left Behind Act in the Global Architecture of Educational Accountability
QuelleIn: History of Education Quarterly, 62 (2022) 3, S.268-290 (23 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Ydesen, Christian)
ORCID (Dorn, Sherman)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0018-2680
DOI10.1017/heq.2022.11
SchlagwörterFederal Legislation; Educational Legislation; Accountability; Educational Policy; Educational Objectives; Global Approach; Governance; Human Capital; Educational History
AbstractAlthough chiefly framed in the context of domestic education policy, debates about the No Child Left Behind Act (NCLB) echoed international education policy debates and the workings of global education governance. As this article demonstrates, both domestic and international efforts were shaped by three key features: tension between centralized goals and historically localized practices and authorities; links between education policy goals and a set of rhetorical arguments centered on human capital; and competitive comparisons among education systems that mixed market rhetoric with prestige dynamics. These common features can be attributed to the development of a "soft governance" layer, in which multilateral surveillance plays a major part. In the US, such development began before NCLB, accelerated during the NCLB era, and remained after NCLB was replaced by the Every Student Succeeds Act in 2015. (As Provided).
AnmerkungenCambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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