You are here

NCLB Meets School Realities
Share

NCLB Meets School Realities
Lessons From the Field

Edited by:
  • Gail L. Sunderman - Civil Rights Project, Harvard University
  • James S. Kim - Harvard University, Graduate School of Education, Civil Rights Project, Harvard University, Center for Evaluation, Initiatives for Children, American Academy of Arts and Sciences, University of California at Irvine
  • Gary Orfield - Harvard Graduate School of Education, USA, Civil Rights Project, Harvard University


May 2015 | 184 pages | Corwin
'A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations' - Kenneth Wong, Professor, Peabody College, Vanderbilt University, Nashville, TN

'The well documented and thorough approach to collecting the data is a major strength. The material fit with my experiences as a practicing principal…This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do – ensure that every child is successful!' - Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY, Member, 2002-2003 NAESP Board of Directors

'This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind' - Richard F. Elmore, Gregory Anrig Professor of Educational Leadership, Harvard Graduate School of Education

The No Child Left Behind Act (NCLB) has direct implications for what happens educationally in the classroom. Based on in-depth data from Arizona, California, Georgia, Illinois, New York and Virginia and 11 school districts within these states, authors from the acclaimed Harvard Civil Rights Project illuminate for educators the issues raised by NCLB and what the law means for local districts and schools.

This is an essential resource for every educational leader interested in understanding the implications of NCLB in the classroom, participating in the dialogue, communicating issues to school communities, and discerning levels of accountability, progress, and standards.

 
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

"A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations."

Kenneth Wong, Professor
Peabody College, Vanderbilt University, Nashville, TN

"The well documented and thorough approach to collecting the data is a major strength. The material fits with my experiences as a practicing principal. This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do–ensure that every child is successful!"

Bonnie Tryon, Principal
Golding Elementary School, Cobleskill, NY, Member, 2002-2003 NAESP Board of Directors

"This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind."

Richard F. Elmore, Gregory Anrig Professor of Educational Leadership
Harvard Graduate School of Education

"This is a welcomed illustration of the multitude of ways the NCLB law affects children and schools."

PsycCRITIQUES, February 2, 2006 Issue

"One of a few empirical, multistate examinations of the implementation of the No Child Left Behind Act of 2001 with a focus on how the law affects minority and low-income students. Presents appropriate political and historical context, original data and analyses, and well-researched recommendations on how to improve public schools."

The Harvard Educational Review, Spring 2006

"A valuable addition to the body of literature looking at NCLB implementation. The systematic approach the authors use to examine complex policy issues is refreshing and adds significant strength to their critiques of NCLB—as policy and as it has been implemented."

Teachers College Record, Vol. 108, No. 1

Gail L. Sunderman

Gail L. Sunderman is a senior research associate in K–12 Education for the Civil Rights Project at UCLA. Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at-risk students. At the Civil Rights Project, she is project director on a five-year study examining the implementation of the No Child Left Behind Act of 2001 and is coauthor of the book, NCLB Meets School Realities: Lessons from the Field, also from Corwin Press. Prior research includes studies on the implementation of Title I... More About Author

James S. Kim

James S. Kim, Ed.D., is an assistant professor of education policy and  program evaluation at the University of California, Irvine.  He is a former history teacher in an ethnically diverse middle school, where he served as chair of the history and civics department.  He received his doctorate in education policy and research from the Harvard Graduate School of Education.  While at Harvard, he worked as a research associate at the Center for Evaluation, where he conducted several studies on summer learning and the racial achievement gap.  Most recently, he was a K-12 research associate at the Civil Rights Project at... More About Author

Gary G. Orfield

Gary Orfield is Professor of Education and Social Policy at the Harvard Graduate School of Education. Professor Orfield is interested in the study of civil rights, education policy, urban policy, and minority opportunity. He is Co-Founder and Director of the Civil Rights Project at Harvard, an initiative that is developing and publishing a new generation of research on multiracial civil rights issues. Orfield's central interest has been the development and implementation of social policy, with a central focus on the impact of policy on equal opportunity for success in American society.  Recent works include studies of changing... More About Author

Purchasing options

Please select a format:

ISBN: 9781412915557
$39.95