scholarly journals When Two Worlds Collide: Shared Experiences of Educating Navajos Living off the Reservation

2015 ◽  
Author(s):  
Daniel Conn
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Standardized Assessments ◽  
Race Theory ◽  
Tribal Critical Race Theory ◽  
High Stakes ◽  
Indigenous Students ◽  
Governmental Agencies ◽  
Left Behind ◽  
Shared Experiences

Northridge Elementary calls into question the norm - based ideals of the No Child Left Behind Act (2001). By constructing a portrait of Northridge, this study reveals the challenges indigenous students face in the ag e of standardized assessments. The overarching quest ion of this study is: Do high - stakes assessments further the endemic values of colonization? The term colonization in this study refers to federal and state governmental agencies directing what indigenous students should be taught at school despite cultural relevance. This study applies the theoretical framework of Tribal Critical Race Theory (TribalCrit), through video photography, observations, interviews with former students, and a teacher focus group to construct portraiture of the educational realities indigenous students face in a standardized education system.

Are Students Left Behind? The Distributional Effects of the No Child Left Behind Act

2008 ◽  
Vol 3 (2) ◽  
pp. 250-281 ◽  
Author(s):  
John M. Krieg
Keyword(s):  
No Child Left Behind ◽  
Public School ◽  
Panel Data ◽  
School Performance ◽  
Pass Rate ◽  
High Ability ◽  
High Stakes ◽  
Distributional Effects ◽  
Left Behind ◽  
High Ability Students

The No Child Left Behind Act imposes sanctions on schools if the fraction of students demonstrating proficiency on a high-stakes test falls below a statewide pass rate. While the motivation behind this system is improved public school performance, it also provides incentives for schools to focus educational resources on the marginal student rather than those on the tails of the ability distribution. Using statewide, student-level panel data, students on the tails of the ability distribution, especially high-ability students, are demonstrated to score below expectations if their school is in danger from No Child Left Behind sanctions.

Has NCLB Encouraged Educational Triage? Accountability and the Distribution of Achievement Gains

2017 ◽  
Vol 12 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Dale Ballou ◽  
Matthew G. Springer
Keyword(s):  
No Child Left Behind ◽  
Mathematics Achievement ◽  
Adequate Yearly Progress ◽  
High Stakes ◽  
Achievement Gains ◽  
Left Behind ◽  
Before And After ◽  
Closing The Gap ◽  
Reasonable Prospect ◽  
Identification Strategy

The No Child Left Behind Act (NCLB) has been criticized for encouraging schools to neglect students whose performance exceeds the proficiency threshold or lies so far below it that there is no reasonable prospect of closing the gap during the current year. We examine this hypothesis using longitudinal data from 2002–03 through 2005–06. Our identification strategy relies on the fact that as NCLB was phased in, states had some latitude in designating which grades were to count for purposes of a school making adequate yearly progress. We compare the mathematics achievement distribution in a grade before and after it became a high-stakes grade. We find in general no evidence that gains were concentrated on students near the proficiency standard at the expense of students scoring much lower, though there are inconsistent signs of a trade-off with students at the upper end of the distribution.

The Every Student Succeeds Act and Multicultural Education: A Critical Race Theory Analysis

2018 ◽  
Vol 120 (13) ◽  
pp. 1-18
Author(s):  
Floyd D. Beachum
Keyword(s):  
No Child Left Behind ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Students Of Color ◽  
Urban Areas ◽  
The United States ◽  
Critical Race ◽  
Race Theory ◽  
Policy Makers ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) is now the educational law of the land. It replaced and revised what was known as No Child Left Behind (NCLB). ESSA represents a movement from more federal oversight to more state and local control. Although this transitional time period is one of great potential and excitement, educators and policy makers might also want to remain cautious. This next educational era of ESSA is still plagued by the problems of the past era. Teachers and administrators are still struggling to turn around low-performing schools in many U.S. urban areas; many urban educational issues, like high-dropout rates, gang influence, and low student engagement, are still inextricably linked to the socioeconomic problems that exist in local communities. This analysis first seeks to explain the purpose of ESSA. It then outlines the current plight of many students of color in the United States. Next, critical race theory is used to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color. Finally, the author proposes ways to address the stated problems for school leaders and policy makers.

Tribal Critical Race Theory

2021 ◽  
pp. 191-202
Author(s):  
Bryan McKinley Jones Brayboy
Keyword(s):  
Critical Race Theory ◽  
Critical Race ◽  
Race Theory ◽  
Tribal Critical Race Theory

scholarly journals Feminist Historiography and Uses of the Past

2020 ◽  
Vol 4 (3) ◽  
pp. 260-283
Author(s):  
Blossom Stefaniw
Keyword(s):  
Critical Race Theory ◽  
Late Antiquity ◽  
Early Christianity ◽  
Critical Race ◽  
Race Theory ◽  
High Stakes ◽  
Representation Of Women ◽  
The Past ◽  
Counter Narrative ◽  
Feminist Historiography

Two recently-published works involved in the representation of women in the Christian past show two contemporary but divergent historiographic modes. The following essay examines each study within a larger frame of inquiry as to how patriarchy continues to shape both the institutional and embodied orders within which feminist historiography of early Christianity and Late Antiquity takes place. Using Critical Race Theory as the best available perspective from which to engage with systems of oppression, I articulate certain revisions which should be made to current efforts towards equality and consider what it would mean to write feminist historiography as counter-narrative or counter-storytelling without that becoming a decorative or extra-curricular practice in the academy. When feminist historiography is treated simultaneously in institutional, embodied, and epistemic terms it becomes evident that the way we think about women is part of a high-stakes conflict around the use of the past.

Assessing No Child Left Behind and the Rise of Neoliberal Education Policies

2007 ◽  
Vol 44 (3) ◽  
pp. 493-518 ◽  
Author(s):  
David Hursh
Keyword(s):  
No Child Left Behind ◽  
High Stakes Testing ◽  
Education Reforms ◽  
Education Policies ◽  
High Stakes ◽  
Social Democratic ◽  
Left Behind ◽  
Public Figures ◽  
Globalized Economy ◽  
To Receive

No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from politicians and public figures. This support, the author suggests, has been achieved by situating education within neoliberal policies that argue that such reforms are necessary within an increasingly globalized economy, will increase academic achievement, and will close the achievement gap. However, the author offers preliminary data suggesting that the reforms are not achieving their stated goals. Consequently, educators need to question whether neoliberal approaches to education should replace the previously dominant social democratic approaches.

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