Nclb Meets School Realities: Lessons From The Field

Gail L. Sunderman · James S. Kim · Gary Orfield

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Educational Assessment and Improvement School Choice and Performance Education and Public Policy

Abstract

Preface Acknowledgments About the Authors About the Contributors Introduction 1. When Federal Power Is Expanded: The Politics of Implementing the No Child Left Behind Act 2. Test-Based Accountability and the Achievement Gap 3. Does NCLB Provide Good Choices for Students in Underperforming Schools? 4. Increasing Bureaucracy or Increasing Opportunities? School District Experience With Supplemental Educational Services 5. Listening to Teachers: Classroom Realities and NCLB 6. Graduation Rate Accountability Under the No Child Left Behind Act 7. Conclusion: Rethinking No Child Left Behind Endnotes References Index

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2018Educating the Whole Child: Improving School Climate to Support Student Success 2010Globalization and the preparation of quality teachers: rethinking knowledge domains for teaching 2006Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look into National and State Reading and Math Outcome Trends.2010High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas 2009The Segregation of American Teachers.2007Swimming: On Oxygen, Resistance, and Possibility for Immigrant Youth under Siege 2009The impact of high‐stakes accountability policies on Native American learners: evidence from research 2007Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?

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