By Scott Franklin Abernathy
“A strong, certain, and quite balanced critique of NCLB. It deals a few wish for the way we would conquer its faults. No legislator or academic specialist may be allowed to escape with now not analyzing it—whether to agree or disagree. It’s a needs to studying experience.”—Deborah Meier, Senior pupil and Adjunct Professor, Steinhardt university of schooling, long island collage, and writer of In faculties We Trust “A concise, hugely readable, and balanced account of NCLB, with insightful and sensible feedback for reform. academics, professors, policymakers, and parents—this is the only publication approximately NCLB you must read.”—James E. Ryan, William L. Matheson and Robert M. Morgenthau amazing Professor, collage of Virginia institution of Law This far-reaching new research seems to be on the successes and screw ups of 1 of the main bold and arguable academic tasks on the grounds that desegregation—the No baby Left in the back of Act of 2001. NCLB’s rivals criticize it as underfunded and unworkable, whereas supporters see it as a thorough yet helpful academic reform that evens the ranking among advantaged and deprived scholars. but the main easy and significant query continues to be unasked: “Can we ever fairly be aware of if a child’s schooling is good?” Ultimately, Scott Franklin Abernathy argues, policymakers needs to start from this question, instead of assuming that any try out can properly degree the elusive factor we name “good” schooling.
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Sample text
2 Second, leadership matters. How much leadership, under what conditions, and how to improve it are all very complex and highly debated issues. In spite of my focus on principals, I hope that parents, teachers, and students will bene‹t from this book and that it will resonate with their experiences. School principals are critical to educational quality; however, they can do only so much, bound as they are by a web of competing demands and situations to which they must constantly react and acting as they do within a policy framework that they can only shape at the margins.
Parental involvement, for 36 NO CHILD LEFT BEHIND AND THE PUBLIC SCHOOLS Fig. 3. The components of educational production, an incomplete list. (Underlined items indicate phenomena that No Child Left Behind seeks directly to change. ) example, likely affects both the things that students bring with them and school efforts to make the most of the students that they have. 20 Strong leadership and strong teaching, for example, can encourage higher levels of parental involvement, individual student effort, and peer effort.
In this chapter I begin with the most basic and most challenging questions when thinking about NCLB’s prospects: What determines educational quality? How, if at all, can we observe and identify it? Answering these questions requires a bit of thinking about how, if at all, any public policy can secure excellence amid so much uncertainty and complexity. Though I will digress into a bit of economics and organizational theory, understanding how organizations cope with complexity is critical to evaluating No Child Left Behind’s effects on the public schools.
