President Bush Highlights Powerful Information Available to Parents, New Tools for Teachers under No Child Left Behind

2003 ◽  
Author(s):  
Author(s):  
Neal F. Wilson

At a White House ceremony on July 27, 2006, President Bush signed into law the Adam Walsh Child Protection and Safety Act of 2006. At the ceremony, the President hailed the Walsh Act as being comprehensive and an important part of the “solemn responsibility” of lawmakers to protect children. Indeed, the Walsh Act is the latest in a series of federal legislation, dating back to the 1980s, which aims to protect the public, and children in particular, from becoming victims of sexual crimes. The public’s fear of the rapist and the child molester led to a great increase in the criminal penalties for sexual crimes throughout the 1980s and 1990s, as well as the imposition of federal laws focusing on these crimes. And at a time when television shows such as “To Catch a Predator” receive millions of viewers, it is clear that the nation’s fear of those who would commit sexual crimes against children, and the desire that they be brought to justice, remains at a fever pitch. By passing the Walsh Act, Congress and the President responded to a national outcry that children were not safe from sex offenders.


2006 ◽  
Vol 76 (4) ◽  
pp. 611-641 ◽  
Author(s):  
JOHN ROGERS

Parental involvement is mentioned more than one hundred times in the No Child Left Behind Act (NCLB). In this article, John Rogers argues that President Bush and former U.S. secretary of education Rod Paige have promoted policy narratives of test accountability, choice, and parental involvement that describe how poor parents can spur educators to have higher expectations and to work harder. What is missing from these policy narratives, Rogers argues, is a fundamental understanding of the problems facing poor communities: a lack of both resources and tools for collective action. Through the case study of a grassroots nonprofit organization, Parent- U-Turn, Rogers demonstrates how parents can create what he calls public power by responding to structural and systemic educational problems through shared inquiry and collective action. Rogers holds up this case as an example of how parents might become true forces for accountability in public education and outlines ways in which the lessons of this example might be incorporated into the reauthorization of NCLB.


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