The No Child Left Behind and the Individuals With Disabilities Education Acts: The Uneven Impact of Partially Funded Federal Mandates on Education of Deaf and Hard of Hearing Children

2005 ◽  
Vol 150 (2) ◽  
pp. 75-79 ◽  
Author(s):  
Donald F. Moores
Keyword(s):  
No Child Left Behind ◽  
Hard Of Hearing ◽  
Federal Mandates ◽  
Individuals With Disabilities ◽  
Left Behind ◽  
Hearing Children

Look Back: The feds, the states, and Kappan

2019 ◽  
Vol 101 (2) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
No Child Left Behind ◽  
Federal Government ◽  
Department Of Education ◽  
Federal Mandates ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
Federal Department ◽  
Education Act ◽  
State And Local ◽  
Every Student Succeeds Act

Across the decades, the balance of power between the federal government, states, and local districts has shifted numerous times, and Kappan authors have weighed in on each of those shifts. Kappan Managing Editor Teresa Preston traces those shifts, beginning with the 1965 Elementary and Secondary Education Act (ESEA), which gave the federal government a larger role in public education. Further expansion occurred under the Carter administration, with the launch of the new federal Department of Education. As the new department continued operations under Reagan, its priorities expanded, but actual decision-making authority reverted to states. States, in turn, began involving themselves more with instructional and curricular matters, a trend that eventually made its way back to the federal level, with the passage of the No Child Left Behind Act (NCLB). Under NCLB, federal mandates had the effect of requiring state and local levels to take on additional responsibilities, without necessarily having the capacity to do so. This capacity issue remains a concern under the Every Student Succeeds Act (ESSA).

Salience, complexity and state resistance to federal mandates

2015 ◽  
Vol 35 (3) ◽  
pp. 459-476 ◽  
Author(s):  
Steven J. Balla ◽  
Christopher J. Deering
Keyword(s):  
No Child Left Behind ◽  
Public Policies ◽  
Government Officials ◽  
Federal Mandates ◽  
Strategic Response ◽  
Left Behind ◽  
Patient Protection ◽  
Real Id Act ◽  
American Federalism ◽  
State Resistance

AbstractAlthough state resistance to federal mandates is a prevalent characteristic of contemporary American federalism, little is known about the factors that separate resisting states from states that do not oppose federal policy. This article examines state resistance through a framework that classifies public policies by salience and complexity and identifies societal interests and government officials who are hypothesised to influence policy making on issues of varying types. These hypotheses are investigated in the context of state resistance to four federal laws – the Patient Protection and Affordable Care Act, No Child Left Behind Act, Help America Vote Act and REAL ID Act. The results of the statistical analysis demonstrate the centrality of the characteristics of citizens, elected officials and specialised interest groups in conditioning state resistance to federal mandates. These results suggest that state resistance can be characterised as a strategic response to federal mandates that varies systematically across types of public policies.

Hidden Benefits and Unintended Consequences of No Child Left Behind Policies for Students Who Are Deaf or Hard of Hearing

2007 ◽  
Vol 44 (3) ◽  
pp. 460-492 ◽  
Author(s):  
Stephanie W. Cawthon
Keyword(s):  
English Language Learners ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Language Learners ◽  
Hard Of Hearing ◽  
English Language ◽  
Unintended Consequences ◽  
High Stakes ◽  
Left Behind ◽  
The Impact

No Child Left Behind (NCLB) creates a high-stakes environment by holding schools accountable for how all students perform on state assessments, including students with disabilities and students who are English Language Learners. The focus of this article is on the impact of NCLB on students who are deaf or hard of hearing (SDHH). The SDHH have diverse linguistic characteristics and are served in a range of educational settings. The purpose of this article is to explore the hidden benefits and consequences of NCLB policy on SDHH in two areas: assessment and accountability. Drawing on findings from the author’s program of research, the article illustrates areas where policy may differentially affect students depending on their state of residence and educational setting. The discussion ends with a summary of benefits and hidden consequences of NCLB for SDHH.

A Close Look at No Child Left Behind

ASHA Leader ◽  
2004 ◽  
Vol 9 (17) ◽  
pp. 1-29
Author(s):  
Susan Boswell
Keyword(s):  
No Child Left Behind ◽  
Left Behind
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