This edited book provides a comprehensive approach to evaluating No Child Left Behind and identifying how the law can be improved. With contributions from experts, including Gary Orfield, Linda Darling-Hammond, Catherine Snow, and Daniel Koretz, among others, this text considers the efficacy of NCLB test-based accountability.
These essays critically examine:
- What we know and don't know about the key mechanisms used to hold schools accountable
- Whether states have the capacity to implement all of the requirements called for in the law
- Whether states have the ability to provide the support and technical assistance necessary to help low-performing schools and districts
- The implications of the law for sustaining successful school reform
Holding NCLB Accountable covers four themes. The three themes of accountability, capacity, and school reform provide the framework for the book's chapters. The fourth theme - achieving equity and the implications of the law for low-income and minority students - is addressed throughout the book.
Gail L. Sunderman is a senior research associate in K-12 Education for the Civil Rights Project at UCLA. Her research focuses on educational policy and politics, and urban school reform, including the development and implementation of education policy and the impact of policy on the educational opportunities for at-risk students. At the Civil Rights Project, she is project director on a five-year study examining the implementation of the No Child Left Behind Act of 2001 and is coauthor of the book, NCLB Meets School Realities: Lessons from the Field, also from Corwin Press. Prior research includes studies on the implementation of Title I schoolwide programs, governance reform in the Chicago Public Schools, and understanding institutional and organizational constraints on implementing school reform initiatives. Her work has appeared in Harvard Educational Review, Teachers College Record, and Educational Researcher. She is a former Fulbright scholar and received her PhD in political science from the University of Chicago.
Acknowledgments About the Editor About the Contributors Introduction Part I. NCLB and Accountability 1. The Pending Reauthorization of NCLB: An Opportunity to Rethink the Basic Strategy - Daniel Koretz 2. Toward a More Effective Definition of Adequate Yearly Progress - Robert L. Linn 3. Beyond Standardization in School Accountability - Mindy L. Kornhaber 4. Promises and Pitfalls: Implications of No Child Left Behind for Defining, Assessing, and Serving English Language Learners - Michael J. Kieffer, Nonie K. Lesaux, Catherine E. Snow Part II. Evidence on How NCLB Is Working 5. Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look Into National and State Reading and Math Outcome Trends - Jaekyung Lee 6. Evidence on Education Under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap) - Walter M. Haney Part III. State Capacity to Implement NCLB 7. Interstate Inequality in Educational Opportunity - Goodwin Liu 8. Massive Responsibilities and Limited Resources: The State Response - Gail L. Sunderman, Gary Orfield 9. Low-Performing Schools Programs and State Capacity Requirements: Meeting the NCLB Educational Goals - Heinrich Mintrop Part IV. NCLB: Impact on School Reform and Effects on Minority Students and Schools 10. No Child Left Behind and High School Reform - Linda Darling-Hammond 11. No Child Left Behind and Continuous School Improvement - Willis D. Hawley 12. No Child Left Behind and Reforming the Nation's Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential? - Robert Balfanz, Nettie Legters 13. Reforming High Schools to Reduce Dropout Rates - Russell W. Rumberger Conclusion - Gail L. Sunderman Index