Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0006
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing ...
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This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing the political backlash against the No Child Left Behind (NCLB) Act, showing how it worked to limit the scope of reforms favored by business entrepreneurs, civil rights entrepreneurs, and their allies. Analyzing the agendas of business entrepreneurs, civil rights entrepreneurs, educational liberals, educational conservatives, and state leaders during the failed reauthorization of 2007–8, it argues that the proposals of business entrepreneurs and civil rights entrepreneurs anticipated many of the initiatives of the Obama administration. The chapter then discusses the Obama administration's Race to the Top initiative, illustrating how it extends the logic and principles of the NCLB in an effort to shore up standards-based reforms at the state and local levels. The final section speculates on education policy in the Obama administration in light of the 2010 elections.Less
This chapter focuses on the period between 2003 and 2011, which encompasses reaction against No Child Left Behind as well as the Obama administration's ambitious initiatives. It begins by describing the political backlash against the No Child Left Behind (NCLB) Act, showing how it worked to limit the scope of reforms favored by business entrepreneurs, civil rights entrepreneurs, and their allies. Analyzing the agendas of business entrepreneurs, civil rights entrepreneurs, educational liberals, educational conservatives, and state leaders during the failed reauthorization of 2007–8, it argues that the proposals of business entrepreneurs and civil rights entrepreneurs anticipated many of the initiatives of the Obama administration. The chapter then discusses the Obama administration's Race to the Top initiative, illustrating how it extends the logic and principles of the NCLB in an effort to shore up standards-based reforms at the state and local levels. The final section speculates on education policy in the Obama administration in light of the 2010 elections.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.003.0005
- Subject:
- Education, Educational Policy and Politics
This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. ...
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This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. It begins by reviewing how the so-called Republican Revolution affected the progress of standards-based reforms in Congress and the states between 1994 and 2000. It then shows how these developments shaped the ideas and advocacy of business entrepreneurs, civil rights entrepreneurs, and their allies in Congress. After tracing the various threads that contributed to the reemergence of support for federal leadership of standards-based reform, it examines the politics surrounding enactment of NCLB, both to explain why the legislation passed and understand how it accommodated existing interests and institutions. Finally, the chapter considers how enactment of NCLB set the stage for subsequent intergovernmental struggles over authority in education—in particular, how it influenced presidential candidate Barack Obama's education agenda in the 2008 election campaign.Less
This chapter focuses on the period between 1995 and 2002, which was bookended by the “Republican Revolution” against big government and by the passage of the No Child Left Behind (NCLB) Act in 2002. It begins by reviewing how the so-called Republican Revolution affected the progress of standards-based reforms in Congress and the states between 1994 and 2000. It then shows how these developments shaped the ideas and advocacy of business entrepreneurs, civil rights entrepreneurs, and their allies in Congress. After tracing the various threads that contributed to the reemergence of support for federal leadership of standards-based reform, it examines the politics surrounding enactment of NCLB, both to explain why the legislation passed and understand how it accommodated existing interests and institutions. Finally, the chapter considers how enactment of NCLB set the stage for subsequent intergovernmental struggles over authority in education—in particular, how it influenced presidential candidate Barack Obama's education agenda in the 2008 election campaign.
Jonathan Parker
- Published in print:
- 2009
- Published Online:
- September 2012
- ISBN:
- 9780748627400
- eISBN:
- 9780748671946
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748627400.003.0012
- Subject:
- Political Science, American Politics
Following his controversial ascendancy to the presidency, George W. Bush promised to be a ‘uniter, not a divider’. In the field of education, he fulfilled this promise by successfully shepherding the ...
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Following his controversial ascendancy to the presidency, George W. Bush promised to be a ‘uniter, not a divider’. In the field of education, he fulfilled this promise by successfully shepherding the No Child Left Behind Act of 2001 (NCLB) into law. Despite the highly charged partisanship of that time, he courted and won the support and co-operation of leading Democrats. Even more extraordinarily, Bush retained the support of his own party in Congress for an education bill that expanded significantly the federal government's influence and involvement in education at the state and local levels. NCLB increased federal education funding to states but reduced states' control over how they spent it. This chapter discusses the politics and policy of education reform in the United States under the Bush administration, focusing on the NCLB. It first looks at the country's previous federal education policy and then considers the passage of NCLB as well as the implementation and future of NCLB.Less
Following his controversial ascendancy to the presidency, George W. Bush promised to be a ‘uniter, not a divider’. In the field of education, he fulfilled this promise by successfully shepherding the No Child Left Behind Act of 2001 (NCLB) into law. Despite the highly charged partisanship of that time, he courted and won the support and co-operation of leading Democrats. Even more extraordinarily, Bush retained the support of his own party in Congress for an education bill that expanded significantly the federal government's influence and involvement in education at the state and local levels. NCLB increased federal education funding to states but reduced states' control over how they spent it. This chapter discusses the politics and policy of education reform in the United States under the Bush administration, focusing on the NCLB. It first looks at the country's previous federal education policy and then considers the passage of NCLB as well as the implementation and future of NCLB.
Jesse H. Rhodes
- Published in print:
- 2012
- Published Online:
- August 2016
- ISBN:
- 9780801449710
- eISBN:
- 9780801464195
- Item type:
- book
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801449710.001.0001
- Subject:
- Education, Educational Policy and Politics
Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role ...
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Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role in education policy, leading to a growing struggle for control over the direction of the nation's schools. This book explains the uneven development of federal involvement in education. While supporters of expanded federal involvement enjoyed some success in bringing new ideas to the federal policy agenda, the book argues, they also encountered stiff resistance from proponents of local control. Built atop existing decentralized policies, new federal reforms raised difficult questions about which level of government bore ultimate responsibility for improving schools. The book's argument focuses on the role played by civil rights activists, business leaders, and education experts in promoting the reforms that would be enacted with federal policies such as NCLB. It also underscores the constraints on federal involvement imposed by existing education policies, hostile interest groups, and, above all, the nation's federal system. Indeed, the federal system, which left specific policy formation and implementation to the states and localities, repeatedly frustrated efforts to effect changes: national reforms lost their force as policies passed through iterations at the state, county, and municipal levels. Ironically, state and local resistance only encouraged civil rights activists, business leaders, and their political allies to advocate even more stringent reforms that imposed heavier burdens on state and local governments. Through it all, the nation's education system made only incremental steps toward the goal of providing a quality education for every child.Less
Since the early 1990s, the federal role in education—exemplified by the controversial No Child Left Behind Act (NCLB)—has expanded dramatically. Yet states and localities have retained a central role in education policy, leading to a growing struggle for control over the direction of the nation's schools. This book explains the uneven development of federal involvement in education. While supporters of expanded federal involvement enjoyed some success in bringing new ideas to the federal policy agenda, the book argues, they also encountered stiff resistance from proponents of local control. Built atop existing decentralized policies, new federal reforms raised difficult questions about which level of government bore ultimate responsibility for improving schools. The book's argument focuses on the role played by civil rights activists, business leaders, and education experts in promoting the reforms that would be enacted with federal policies such as NCLB. It also underscores the constraints on federal involvement imposed by existing education policies, hostile interest groups, and, above all, the nation's federal system. Indeed, the federal system, which left specific policy formation and implementation to the states and localities, repeatedly frustrated efforts to effect changes: national reforms lost their force as policies passed through iterations at the state, county, and municipal levels. Ironically, state and local resistance only encouraged civil rights activists, business leaders, and their political allies to advocate even more stringent reforms that imposed heavier burdens on state and local governments. Through it all, the nation's education system made only incremental steps toward the goal of providing a quality education for every child.
Barbara Forrest and Paul R. Gross
- Published in print:
- 2004
- Published Online:
- April 2010
- ISBN:
- 9780195157420
- eISBN:
- 9780199894000
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195157420.003.0009
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter examines the Discovery Institute’s aggressive cultivation of political influence at the state and national levels. Its maneuverings in Washington State, Kansas, and Ohio are discussed in ...
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This chapter examines the Discovery Institute’s aggressive cultivation of political influence at the state and national levels. Its maneuverings in Washington State, Kansas, and Ohio are discussed in detail. The discussion of Kansas includes the establishment of the Intelligent Design Network as a de facto arm of the Discovery Institute and the two organizations’ attempt to insert intelligent design into Kansas’s state science standards. The effort to insert intelligent design into Ohio science standards includes the Discovery Institute’s adoption of terms such as “teach the controversy” to disguise its true aims. The chapter concludes with a detailed discussion of the Discovery Institute’s “Santorum amendment,” an episode in which stealth creationist language was inserted into the legislative history of the No Child Left Behind Act in 2001.Less
This chapter examines the Discovery Institute’s aggressive cultivation of political influence at the state and national levels. Its maneuverings in Washington State, Kansas, and Ohio are discussed in detail. The discussion of Kansas includes the establishment of the Intelligent Design Network as a de facto arm of the Discovery Institute and the two organizations’ attempt to insert intelligent design into Kansas’s state science standards. The effort to insert intelligent design into Ohio science standards includes the Discovery Institute’s adoption of terms such as “teach the controversy” to disguise its true aims. The chapter concludes with a detailed discussion of the Discovery Institute’s “Santorum amendment,” an episode in which stealth creationist language was inserted into the legislative history of the No Child Left Behind Act in 2001.
Gareth Davies
- Published in print:
- 2009
- Published Online:
- October 2011
- ISBN:
- 9780195373929
- eISBN:
- 9780199852291
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195373929.003.0004
- Subject:
- Political Science, American Politics
When they voted for the No Child Left Behind Act of 2002 (NCLB), conservative members of Congress embraced an extraordinary intrusion by the federal government into the affairs of the nation's school ...
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When they voted for the No Child Left Behind Act of 2002 (NCLB), conservative members of Congress embraced an extraordinary intrusion by the federal government into the affairs of the nation's school districts, which for most of American history had largely governed themselves. The new law instructed states to ensure that all public school children achieve competency in English, math, and science by the year 2014, and threatened them with penalties should they fall short. That conservatives should have supported NCLB reflected, among other factors, the degree to which the politics of education in the early 21st century were framed by a civil rights paradigm, according to which arguments about local control, or about the constitutional propriety of a particular federal initiative, or about the capacity of the federal government to achieve its stated objectives, were easily trumped by arguments about the fundamental rights of all children to educational opportunity. The ultimate origins of that paradigm lie in the tremendous changes in the American political system that occurred during the 1960s and 1970s. This chapter explores the previous world of conservative education politics, a world now long gone. Now, conservatives as well as liberals embrace tough federal mandates and penalties in the name of educational opportunity. Back then, liberals as well as conservatives protested their devotion to the hallowed principle of local control. In that environment, the challenge for liberals was to persuade conservatives that federal aid was compatible with this principle, or that a pressing national emergency compelled Washington to intervene. Generally, though, they failed.Less
When they voted for the No Child Left Behind Act of 2002 (NCLB), conservative members of Congress embraced an extraordinary intrusion by the federal government into the affairs of the nation's school districts, which for most of American history had largely governed themselves. The new law instructed states to ensure that all public school children achieve competency in English, math, and science by the year 2014, and threatened them with penalties should they fall short. That conservatives should have supported NCLB reflected, among other factors, the degree to which the politics of education in the early 21st century were framed by a civil rights paradigm, according to which arguments about local control, or about the constitutional propriety of a particular federal initiative, or about the capacity of the federal government to achieve its stated objectives, were easily trumped by arguments about the fundamental rights of all children to educational opportunity. The ultimate origins of that paradigm lie in the tremendous changes in the American political system that occurred during the 1960s and 1970s. This chapter explores the previous world of conservative education politics, a world now long gone. Now, conservatives as well as liberals embrace tough federal mandates and penalties in the name of educational opportunity. Back then, liberals as well as conservatives protested their devotion to the hallowed principle of local control. In that environment, the challenge for liberals was to persuade conservatives that federal aid was compatible with this principle, or that a pressing national emergency compelled Washington to intervene. Generally, though, they failed.
David L. Kirp
- Published in print:
- 2013
- Published Online:
- May 2013
- ISBN:
- 9780199987498
- eISBN:
- 9780199333356
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199987498.003.0004
- Subject:
- Sociology, Education
This chapter describes the work of Les Hanna, principal at George Washington Elementary School in Union City, New Jersey. Not long ago, the job of the principal was to run the school—ordering ...
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This chapter describes the work of Les Hanna, principal at George Washington Elementary School in Union City, New Jersey. Not long ago, the job of the principal was to run the school—ordering supplies, balancing the budget, patrolling corridors, and filling out paperwork. That scutwork hasn't gone away, but now principals are expected to be academic leaders as well. They're supposed to know what's being taught and how to teach it effectively; how to interpret ever more sophisticated information about students' performance, using it to help teachers reach the youngsters who haven't caught on; and enlisting parents and local talent in the shared enterprise of supporting the kids. The Principal of George Wahington Elementary chool, Hanna, has focused her efforts into creating a welcoming environment for both students and their parents. She is also dedicated to improving the performance of her students in the New Jersey Assessment of Skills and Knowledge tests, which effectively define success for the school.Less
This chapter describes the work of Les Hanna, principal at George Washington Elementary School in Union City, New Jersey. Not long ago, the job of the principal was to run the school—ordering supplies, balancing the budget, patrolling corridors, and filling out paperwork. That scutwork hasn't gone away, but now principals are expected to be academic leaders as well. They're supposed to know what's being taught and how to teach it effectively; how to interpret ever more sophisticated information about students' performance, using it to help teachers reach the youngsters who haven't caught on; and enlisting parents and local talent in the shared enterprise of supporting the kids. The Principal of George Wahington Elementary chool, Hanna, has focused her efforts into creating a welcoming environment for both students and their parents. She is also dedicated to improving the performance of her students in the New Jersey Assessment of Skills and Knowledge tests, which effectively define success for the school.
Mara Casey Tieken
- Published in print:
- 2014
- Published Online:
- May 2015
- ISBN:
- 9781469618487
- eISBN:
- 9781469618500
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/northcarolina/9781469618487.003.0009
- Subject:
- Education, History of Education
This chapter discusses the various policies and educational reforms that have unsettled rural communities in Arkansas. It focuses on Senator Jim Argue's view regarding district consolidation and his ...
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This chapter discusses the various policies and educational reforms that have unsettled rural communities in Arkansas. It focuses on Senator Jim Argue's view regarding district consolidation and his argument that investment in schools should be about students and not the community. Another policy arises out of the No Child Left Behind Act (NCLB) which requires schools to test students' proficiency and report back their scores. If schools fail to make adequate yearly progress, they are subjected to harsh sanctions, such as school closure.Less
This chapter discusses the various policies and educational reforms that have unsettled rural communities in Arkansas. It focuses on Senator Jim Argue's view regarding district consolidation and his argument that investment in schools should be about students and not the community. Another policy arises out of the No Child Left Behind Act (NCLB) which requires schools to test students' proficiency and report back their scores. If schools fail to make adequate yearly progress, they are subjected to harsh sanctions, such as school closure.
Janet Grossbach Mayer
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234165
- eISBN:
- 9780823240814
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234165.003.0014
- Subject:
- History, Social History
This book comments on and details what it believes are ill-conceived, deceptive, fraudulent practices in education today that, although ostensibly attempting to solve educational problems, are, in ...
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This book comments on and details what it believes are ill-conceived, deceptive, fraudulent practices in education today that, although ostensibly attempting to solve educational problems, are, in actuality, impeding, hindering, distorting and even thwarting the very goals we seek to accomplish, namely, a sound education for every student. In 2002, No Child Left Behind Act became the most dramatic expansion of the federal government's role in public education since the passage of President Lyndon B. Johnson's Elementary and Secondary Act of 1965, part of Johnson's war on poverty, another war not won. This spuriously written, defective dictum was inflicted on America by former U.S. education secretary Roderick R. Paige and former President George W. Bush in January 2002. It is essential to know the history behind this law that is dismantling and demolishing and demoralizing our public education system today.Less
This book comments on and details what it believes are ill-conceived, deceptive, fraudulent practices in education today that, although ostensibly attempting to solve educational problems, are, in actuality, impeding, hindering, distorting and even thwarting the very goals we seek to accomplish, namely, a sound education for every student. In 2002, No Child Left Behind Act became the most dramatic expansion of the federal government's role in public education since the passage of President Lyndon B. Johnson's Elementary and Secondary Act of 1965, part of Johnson's war on poverty, another war not won. This spuriously written, defective dictum was inflicted on America by former U.S. education secretary Roderick R. Paige and former President George W. Bush in January 2002. It is essential to know the history behind this law that is dismantling and demolishing and demoralizing our public education system today.
Janet Grossbach Mayer
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780823234165
- eISBN:
- 9780823240814
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823234165.003.0001
- Subject:
- History, Social History
This book is dedicated to Bronx students and to all urban students across the United States who not only have had to endure very difficult home problems but also have had to overcome abysmal school ...
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This book is dedicated to Bronx students and to all urban students across the United States who not only have had to endure very difficult home problems but also have had to overcome abysmal school conditions that were beyond their control. They were (and still are) subjected to overcrowded classrooms, decaying buildings, and grossly underfunded schools. New York City waited for thirteen years, beginning in 1993, to receive $4.7 billion more a year owed to them as a result of New York State landmark court decisions stating that its financing system denied city students the opportunity to get a sound, basic education. Sadly, after waiting for thirteen years, New York City did not receive the needed funds. In the No Child Left Behind Act of 2002, the federal government was supposed to improve failing schools, but just like New York State, it has not provided adequate funding to do the job.Less
This book is dedicated to Bronx students and to all urban students across the United States who not only have had to endure very difficult home problems but also have had to overcome abysmal school conditions that were beyond their control. They were (and still are) subjected to overcrowded classrooms, decaying buildings, and grossly underfunded schools. New York City waited for thirteen years, beginning in 1993, to receive $4.7 billion more a year owed to them as a result of New York State landmark court decisions stating that its financing system denied city students the opportunity to get a sound, basic education. Sadly, after waiting for thirteen years, New York City did not receive the needed funds. In the No Child Left Behind Act of 2002, the federal government was supposed to improve failing schools, but just like New York State, it has not provided adequate funding to do the job.
