What We Left Behind in Our Race to the Top: Education Reform Goes Metaformative

2017 ◽  
pp. 235-245
Author(s):  
Mary McAvoy
Keyword(s):  
Education Reform ◽  
Race To The Top ◽  
Left Behind

Learning from failure

2018 ◽  
Vol 99 (8) ◽  
pp. 46-50 ◽  
Author(s):  
Jay P. Greene ◽  
Michael Q. McShane
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Large Scale ◽  
State Standards ◽  
Race To The Top ◽  
Reform Initiatives ◽  
Policy Makers ◽  
Left Behind ◽  
Learning From Failure ◽  
The Common

Over the last two decades, federal and state policy makers have launched a number of ambitious, large-scale education reform initiatives —No Child Left Behind, Race to the Top, the Common Core State Standards, and others — only to see them sputter and fail. In 2017, the authors convened a number of leading scholars to explore why those initiatives failed and what can be learned from them. Participants agreed that to be more successful in the future, reformers will need to balance ambition and urgency with humility, political acumen, and the ability to recognize when it’s time to slow down or scale things back.

scholarly journals Political Agendas for Education: From Race to the Top to Saving the Planet

2014 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Daniel Diego
Keyword(s):  
No Child Left Behind ◽  
Education Reform ◽  
Environmental Sustainability ◽  
Merit Pay ◽  
The United States ◽  
Race To The Top ◽  
Main Stream ◽  
For Profit ◽  
Left Behind ◽  
The Impact

<em>Amidst the transition from No Child Left Behind (NCLB) to the Common Core State Standards (CCSS), the book, Political Agendas for Education: From Race to the top to saving the planet by Joel Spring has discussed issues such as the impact of Race to the Top, the influence of Teach for America (TFA), teacher evaluation and merit pay, Republican reaction and rejection of Race to the Top and the education agenda of the Obama administration, and the benefits reaped by the growing for-profit industry on the United States (U.S.) education system. Simultaneously, the 5th edition has comparatively analyzed Libertarian and Green Party agendas along with the main stream political agendas which have dominated education in the U.S. Furthermore, this book has highlighted aspects of education reform which emphasize environmental sustainability, social and educational equity and freedom with the goal of human and societal health and wellbeing.</em>

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

Instructional Context

2017 ◽  
Author(s):  
Birch P. Browning
Keyword(s):  
Teacher Evaluation ◽  
Charter Schools ◽  
Music Education ◽  
Education Reform ◽  
Standardized Testing ◽  
Race To The Top ◽  
Instructional Decisions ◽  
Federal Programs ◽  
Instructional Environment ◽  
Instructional Context

The chapter describes ways for new teachers gain a sophisticated understanding of the instructional environment. In fact, some research indicates that it takes five years in the classroom to become a fully competent teacher. Steps are laid out for pre-service teachers to lay the groundwork for understanding the instructional context by observing and interacting with in-service teachers, with the deliberate intent to understand not only what they do but also how they make their instructional decisions. Federal programs including Race to the Top are discussed. Various facets of school organizations and contemporary educational issues, such as standardized testing, teacher evaluation, diversity, and charter schools, are addressed, along with issues of music education reform.

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