scholarly journals No Child Left Behind and the Public Schools

2007 ◽  
Author(s):  
Scott Abernathy
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
The Public ◽  
Left Behind

Accountability without Angst? Public Opinion and No Child Left Behind

2006 ◽  
Vol 76 (4) ◽  
pp. 587-610 ◽  
Author(s):  
FREDERICK HESS
Keyword(s):  
Public Opinion ◽  
Public Schools ◽  
No Child Left Behind ◽  
School Choice ◽  
Large Scale ◽  
Public Support ◽  
Achievement Gaps ◽  
The Public ◽  
Left Behind ◽  
Using Data

In this article, Frederick Hess discusses public opinion trends related to educational issues from the enactment of the No Child Left Behind Act (NCLB) in 2002 through 2006. Using data from three separate public opinion polls, Hess analyzes the general public's and parents' opinions on several issues, including the proper use of large-scale assessments, the appropriateness of punitive action for failing schools, the place of school choice, and the responsibility for closing achievement gaps across groups. Among many important findings, the author determines that NCLB has had little effect on the public's general opinion of public schools; that there is little public support for the sanctioning of struggling schools; and that while the public feels that schools should not be blamed for existing achievement gaps, schools should be responsible for closing them. He concludes with a discussion of implications for policymakers and practitioners.

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.

No Child Left Behind: Gifted Children and School Counselors

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Marcia Gentry
Keyword(s):  
At Risk ◽  
Public Schools ◽  
No Child Left Behind ◽  
Children And Adolescents ◽  
School Counselors ◽  
Gifted Education ◽  
Gifted Children ◽  
Left Behind ◽  
At Risk Children ◽  
Educational Climate

A gifted-education researcher discusses the potential effects of No Child Left Behind on gifted children and adolescents as well as implications for those who counsel such children in public schools. With the primary purpose of stimulating thought, discussion, and action, she addresses the marginalization of gifted and other at-risk children in the current educational climate and provides recommendations for school counselors.

Teaching A Geographical Component In World History Curriculum

2011 ◽  
Vol 4 (12) ◽  
pp. 19
Author(s):  
Olga A. Kachina
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Rhode Island ◽  
World History ◽  
Left Behind ◽  
History Curriculum ◽  
Analytical Thinking ◽  
Short Period ◽  
The World ◽  
Foreign Policies

This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled No Child Left Behind (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding. As a result, geography as a separate subject in the majority of public schools around the country ceased to exist. California, New Mexico, and Rhode Island have adopted state standards of combined course of World History and Geography. However, a small geography segment included within the World History course has not been sufficient to provide students with a satisfactory level of geographical literacy. American students show their lack of geographical knowledge in one study after another even though the 21st century is an era of globalization and increasing international relationship. The geopolitical approach to teaching the World History course promoted in this paper can improve the situation significantly in a relatively short period of time. This geopolitical approach stresses the connection between history and geography. It involves an analysis of a countys economy, culture, domestic and foreign policies as directly connected to its geography. This approach improves students analytical thinking and conceptual understanding.

scholarly journals Factories: Getting Rid Of Learning

2010 ◽  
Vol 3 (1) ◽  
pp. 61-64 ◽  
Author(s):  
Allen Jackson ◽  
Laura Gaudet
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Rural Areas ◽  
School Consolidation ◽  
Teacher Qualifications ◽  
Educational Programming ◽  
Left Behind ◽  
School Settings ◽  
Educational Debate ◽  
Nclb Act

The No Child Left Behind (NCLB) Act has been the main focus of educational debate since we entered the 21st Century. It has left educators in dispute about the reasonableness of federally-ordered reforms and the necessity for holding all students to the same academic standards. The 2001 legislation expanded the federal government’s role in public education and required greater school accountability and teacher qualifications with little concern for mandate funding. The NCLB requirements have resulted in larger public schools and rural school consolidation. This development has placed unnecessary burden on public schools and has forced many districts to eliminate educational programming. This article will discuss the ramifications of NCLB in public school settings, as well as the specific problems of schools in rural areas.

Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement

2006 ◽  
Vol 76 (4) ◽  
pp. 570-586 ◽  
Author(s):  
ARNOLD FEGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
School Improvement ◽  
Public Involvement ◽  
Elementary And Secondary Education ◽  
Left Behind ◽  
History Of ◽  
Education Act ◽  
Access To Data

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.

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