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Category: EDUCATION -- Standards

  • Exacerbating inequality: the failed promise of the No Child Left Behind Act

    1/1/07 - Hursh, David

    The passage of the No Child Left Behind Act (NCLB) marks the largest intervention of the federal government into education in the history of the United States. NCLB received and continues to receive support, in part because it promises to improve student learning and to close the achievement gap between White students and students of color. However, NCLB has failed to live up to its promises and may exacerbate inequality. Furthermore, by focusing on education as the solution to social and...

  • Opportunity to Learn and English Learner Achievement: Is Increased Content Exposure Beneficial?

    1/1/08 - Aguirre-Munoz, Zenaida, Boscardin, Christy Kim

    This investigation examined the impact of opportunity to learn content and skills targeted by a writing assessment on the achievement of English learners (ELs), including the potential for differential impact of increased exposure to literary analysis and writing instruction. Results revealed several factors contributing to students' writing performance. Student-level and teacher-level variables were found to significantly contribute to writing performance. Although exposure to writing and...

  • So Many Children Left Behind

    1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Chellman, Colin C.

    Although the No Child Left Behind Act was intended to help "all students meet high academic standards," it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In particular, using data on elementary and middle schools in New York State. the authors show that the schools are so highly segregated that more than...

  • Where Is Lake Wobegon, Anyway?

    1/1/98 - Rothstein, Richard

    Asserts that social promotion cannot be blamed for the deterioration of school standards. Social promotion as the practice of promoting children whose performance is below grade level; How California and New York City have responded to social promotion; Problem with rewarding students merely for being in school, rather than for proficiency; How varied backgrounds predispose children to perform differently.

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