No Child Left Behind Analysis
Perspectives on Critical Issues
This Perspectives section features commentaries on the No Child Left Behind Act, one of the most controversial pieces of legislation in the history of federal educational policy making. David Karen provides an overview and a critical evaluation, Gary Dworkin focuses on issues of accountability and assessment, Richard Ingersoll discusses out-of-field teaching, and Joyce Epstein focuses on parental involvement. We thank our board members Alan Sadovnik, Kathryn M. Borman, and John Robert Warren for their help in identifying the commentators and reviewing the commentaries.— Suet-ling Pong and Linda Grant
No Child Left Behind? Sociology Ignored!
David Karen Bryn Mawr College
Too many American children are segregated …show more content…
2000, August 3. Acceptance speech at the Republican Convention. Available on-line at http://www.2000gop. com/convention/speech/speechbush.html Coleman, James S., Ernest Q. Campbell, Carol F. Hobson, James M. McPartland, Alexander M. Mood, Frederic D. Weinfeld, and Robert L. York. 1966. Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office. Cross, Christopher T. 2004. Political Education: National Policy Comes of Age. New York: Teachers College Press. Gamoran, Adam. 1986. “Instructional and Institutional Effects of Ability Grouping,” Sociology of Education 59:185–98. Kane, Thomas J., and Douglas O. Staiger. 2003. “Unintended Consequences of Racial Subgroup Rules.” Pp. 152–176 in No Child Left Behind? The Politics and Practice of Accountability, edited by Paul E. Peterson and Martin R. West. Washington, DC: Brookings Institution Press. Klein, Stephen P., Laura S. Hamilton, Daniel F. McCaffrey, and Brian M. Stecher. 2000. What Do Test Scores in Texas Tell Us? Available on-line at http://www.rand.org/publications/IP/IP202 Lee, Valerie E., and David Burkam. 2002. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute. Meier, Deborah, and George Wood, eds. 2004. Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools. Boston: Beacon Press. Orfield, Gary, Susan Eaton, and the Harvard Project on School Desegregation. 1996. Dismantling Desegregation. New York: New Press. Rothstein, Richard. 2000. “Equalizing Education Resources on Behalf of Disadvantaged Children.” Pp. 31–92 in A Nation at Risk: Preserving Public Education as an Engine for Social Mobility, edited by Richard D. Kahlenberg. New York: Century Foundation Press. Wilson, William Julius. 1998. “The Role of the Environment in the Black-White Test Score Gap.” Pp. 501–10 in The Black-White Test Score Gap, edited by Christopher Jencks and
This Perspectives section features commentaries on the No Child Left Behind Act, one of the most controversial pieces of legislation in the history of federal educational policy making. David Karen provides an overview and a critical evaluation, Gary Dworkin focuses on issues of accountability and assessment, Richard Ingersoll discusses out-of-field teaching, and Joyce Epstein focuses on parental involvement. We thank our board members Alan Sadovnik, Kathryn M. Borman, and John Robert Warren for their help in identifying the commentators and reviewing the commentaries.— Suet-ling Pong and Linda Grant
No Child Left Behind? Sociology Ignored!
David Karen Bryn Mawr College
Too many American children are segregated …show more content…
2000, August 3. Acceptance speech at the Republican Convention. Available on-line at http://www.2000gop. com/convention/speech/speechbush.html Coleman, James S., Ernest Q. Campbell, Carol F. Hobson, James M. McPartland, Alexander M. Mood, Frederic D. Weinfeld, and Robert L. York. 1966. Equality of Educational Opportunity. Washington, DC: U.S. Government Printing Office. Cross, Christopher T. 2004. Political Education: National Policy Comes of Age. New York: Teachers College Press. Gamoran, Adam. 1986. “Instructional and Institutional Effects of Ability Grouping,” Sociology of Education 59:185–98. Kane, Thomas J., and Douglas O. Staiger. 2003. “Unintended Consequences of Racial Subgroup Rules.” Pp. 152–176 in No Child Left Behind? The Politics and Practice of Accountability, edited by Paul E. Peterson and Martin R. West. Washington, DC: Brookings Institution Press. Klein, Stephen P., Laura S. Hamilton, Daniel F. McCaffrey, and Brian M. Stecher. 2000. What Do Test Scores in Texas Tell Us? Available on-line at http://www.rand.org/publications/IP/IP202 Lee, Valerie E., and David Burkam. 2002. Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School. Washington, DC: Economic Policy Institute. Meier, Deborah, and George Wood, eds. 2004. Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools. Boston: Beacon Press. Orfield, Gary, Susan Eaton, and the Harvard Project on School Desegregation. 1996. Dismantling Desegregation. New York: New Press. Rothstein, Richard. 2000. “Equalizing Education Resources on Behalf of Disadvantaged Children.” Pp. 31–92 in A Nation at Risk: Preserving Public Education as an Engine for Social Mobility, edited by Richard D. Kahlenberg. New York: Century Foundation Press. Wilson, William Julius. 1998. “The Role of the Environment in the Black-White Test Score Gap.” Pp. 501–10 in The Black-White Test Score Gap, edited by Christopher Jencks and