Benjamin Michael Superfine
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195337488
- eISBN:
- 9780199868667
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337488.003.0002
- Subject:
- Law, Constitutional and Administrative Law
This chapter engages in a detailed discussion of the standards-based reform movement. In particular, it discusses the history of standards-based reforms, the theories underlying standards-based ...
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This chapter engages in a detailed discussion of the standards-based reform movement. In particular, it discusses the history of standards-based reforms, the theories underlying standards-based reforms, and research on the implementation of these reforms. Because standards-based reforms have become so blended with accountability policies, the chapter also discusses the growth of accountability policies in the U.S. and how these policies have tied into the standards-based reform movement. It focuses on two major goals of standards-based reform and accountability policies: aligning various education policies and ensuring that more ambitious instruction and high quality content are delivered to students. In doing so, the chapter sets the stage for a nuanced examination of how the courts have engaged with this movement, grounded in knowledge from the field of education policy.Less
This chapter engages in a detailed discussion of the standards-based reform movement. In particular, it discusses the history of standards-based reforms, the theories underlying standards-based reforms, and research on the implementation of these reforms. Because standards-based reforms have become so blended with accountability policies, the chapter also discusses the growth of accountability policies in the U.S. and how these policies have tied into the standards-based reform movement. It focuses on two major goals of standards-based reform and accountability policies: aligning various education policies and ensuring that more ambitious instruction and high quality content are delivered to students. In doing so, the chapter sets the stage for a nuanced examination of how the courts have engaged with this movement, grounded in knowledge from the field of education policy.
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.
Christopher Bjork
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226309385
- eISBN:
- 9780226309552
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226309552.003.0002
- Subject:
- Education, Educational Policy and Politics
Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past ...
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Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past twenty-five years. The analysis indicates that while politicians in both locations have relied on a rhetoric of crisis to support their education reform agendas, the evidence used to justify those claims as well as the proposed solutions differed markedly. At the same time that the U.S. Department of Education was promoting expanded testing and accountability in schools through the No Child Left Behind Act, MEXT was decrying those very factors as responsible for the “crisis” the Japanese education system was experiencing.Less
Chapter Two situates the themes of this book in broader social and political contexts. It compares the forces that have been driving calls for educational reform in Japan and the U.S. over the past twenty-five years. The analysis indicates that while politicians in both locations have relied on a rhetoric of crisis to support their education reform agendas, the evidence used to justify those claims as well as the proposed solutions differed markedly. At the same time that the U.S. Department of Education was promoting expanded testing and accountability in schools through the No Child Left Behind Act, MEXT was decrying those very factors as responsible for the “crisis” the Japanese education system was experiencing.
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.
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.
Benjamin Michael Superfine
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780195337488
- eISBN:
- 9780199868667
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337488.001.0001
- Subject:
- Law, Constitutional and Administrative Law
Since the Supreme Court decided Brown v. Board of Education in 1954, the courts have become an increasingly important force in education policy. This book examines the recent convergence of the ...
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Since the Supreme Court decided Brown v. Board of Education in 1954, the courts have become an increasingly important force in education policy. This book examines the recent convergence of the courts' growing role in education and the standards-based reform movement, which is one of the most important forces in education policy today. This book argues that the courts have thus far addressed standards-based reform and related accountability policies in an ineffective and sometimes problematic fashion, but that there may be a more effective role for the courts to assume. The courts have examined standards-based reform through a variety of legal frameworks, including those traditionally used in the context of high-stakes testing cases and school finance reform litigation, and in cases directly addressing the legality of No Child Left Behind. Relaying on insights from educational and legal research, this book examines and critiques the major areas in which courts have addressed standards-based reform and the ways in which the courts have employed these frameworks. This book specifically highlights how well the courts are positioned — given the law, their institutional characteristics, and standards-based reform policies themselves — to craft effective rulings in cases involving standards-based reforms. Building on this analysis, this book outlines a broad approach that the courts could take to address standard-based reform policies more effectively in the future.Less
Since the Supreme Court decided Brown v. Board of Education in 1954, the courts have become an increasingly important force in education policy. This book examines the recent convergence of the courts' growing role in education and the standards-based reform movement, which is one of the most important forces in education policy today. This book argues that the courts have thus far addressed standards-based reform and related accountability policies in an ineffective and sometimes problematic fashion, but that there may be a more effective role for the courts to assume. The courts have examined standards-based reform through a variety of legal frameworks, including those traditionally used in the context of high-stakes testing cases and school finance reform litigation, and in cases directly addressing the legality of No Child Left Behind. Relaying on insights from educational and legal research, this book examines and critiques the major areas in which courts have addressed standards-based reform and the ways in which the courts have employed these frameworks. This book specifically highlights how well the courts are positioned — given the law, their institutional characteristics, and standards-based reform policies themselves — to craft effective rulings in cases involving standards-based reforms. Building on this analysis, this book outlines a broad approach that the courts could take to address standard-based reform policies more effectively in the future.
Erin Ryan
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199737987
- eISBN:
- 9780199918652
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199737987.003.0008
- Subject:
- Law, Constitutional and Administrative Law
Chapter Eight summarizes the federalism safeguards debate, considers the role of negotiated governance, and highlights potential contributions from the academic negotiation literature. Most ...
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Chapter Eight summarizes the federalism safeguards debate, considers the role of negotiated governance, and highlights potential contributions from the academic negotiation literature. Most importantly, Chapter Eight introduces the phenomenon of federalism bargaining among all branches of government. Using the negotiation theorist’s definition, it broadly understands bargaining as “an iterative process of joint decision-making,” encompassing conventional political haggling, formalized methods of collaborative policymaking, and even more remote signaling processes by which state and federal actors negotiate consensus. Reverse-engineering the most successful examples would reveal the very considerations built into the Chapter Six balancing test—rendering bilateral bargaining by the political branches the functional ex ante equivalent of the ex post balancing analysis contemplated there. The federalism bargaining taxonomy charts opportunities for intergovernmental negotiation within various constitutional and statutory frameworks. It begins with the most familiar forms of negotiation used in lawmaking, including conventional negotiations over law enforcement, under the federal spending power, and for exceptions from otherwise applicable laws. It then considers more interesting forms of negotiated policymaking, including negotiated federal rulemaking with state and local stakeholders, federal statutes that share policy design with states, and intersystemic signaling negotiations, by which independently operating state and federal actors trade influence over the direction of evolving interjurisdictional policies. Examples include the 2008 Stimulus Bill, banking and financial services reform, criminal law enforcement, immigration, radioactive waste siting, offshore drilling, hydroelectric dam licensing, medical marijuana, climate governance, and the No Child Left Behind, Endangered Species, Clean Water, Clean Air, Real ID, Coastal Zone Management, and Medicaid Acts.Less
Chapter Eight summarizes the federalism safeguards debate, considers the role of negotiated governance, and highlights potential contributions from the academic negotiation literature. Most importantly, Chapter Eight introduces the phenomenon of federalism bargaining among all branches of government. Using the negotiation theorist’s definition, it broadly understands bargaining as “an iterative process of joint decision-making,” encompassing conventional political haggling, formalized methods of collaborative policymaking, and even more remote signaling processes by which state and federal actors negotiate consensus. Reverse-engineering the most successful examples would reveal the very considerations built into the Chapter Six balancing test—rendering bilateral bargaining by the political branches the functional ex ante equivalent of the ex post balancing analysis contemplated there. The federalism bargaining taxonomy charts opportunities for intergovernmental negotiation within various constitutional and statutory frameworks. It begins with the most familiar forms of negotiation used in lawmaking, including conventional negotiations over law enforcement, under the federal spending power, and for exceptions from otherwise applicable laws. It then considers more interesting forms of negotiated policymaking, including negotiated federal rulemaking with state and local stakeholders, federal statutes that share policy design with states, and intersystemic signaling negotiations, by which independently operating state and federal actors trade influence over the direction of evolving interjurisdictional policies. Examples include the 2008 Stimulus Bill, banking and financial services reform, criminal law enforcement, immigration, radioactive waste siting, offshore drilling, hydroelectric dam licensing, medical marijuana, climate governance, and the No Child Left Behind, Endangered Species, Clean Water, Clean Air, Real ID, Coastal Zone Management, and Medicaid Acts.
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.
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.
Jane Juffer
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9781479831746
- eISBN:
- 9781479875870
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479831746.003.0005
- Subject:
- Psychology, Developmental Psychology
This chapter analyzes how the discourse of emotional intelligence intersects with national curriculum efforts such as No Child Left Behind and Common Core, as well as how these discourses play out in ...
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This chapter analyzes how the discourse of emotional intelligence intersects with national curriculum efforts such as No Child Left Behind and Common Core, as well as how these discourses play out in an actual kindergarten classroom. Emotional management dovetails with physical regulation to teach young children how to manage themselves for their own success; the chapter shows how this involves the expression rather than suppression of emotions and thus intersects with neoliberal notions of self-management. This chapter lays the groundwork for the later argument about educational media, showing how kids’ television programming prepares kids for a successful school experience.Less
This chapter analyzes how the discourse of emotional intelligence intersects with national curriculum efforts such as No Child Left Behind and Common Core, as well as how these discourses play out in an actual kindergarten classroom. Emotional management dovetails with physical regulation to teach young children how to manage themselves for their own success; the chapter shows how this involves the expression rather than suppression of emotions and thus intersects with neoliberal notions of self-management. This chapter lays the groundwork for the later argument about educational media, showing how kids’ television programming prepares kids for a successful school experience.
Donald J. Peurach
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199736539
- eISBN:
- 9780199914593
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199736539.003.0025
- Subject:
- Psychology, Developmental Psychology
This chapter examines SFAF’s work interpreting two simultaneous events in its environments that threatened the enterprise: economic turbulence following the “dot.com” collapse: and the passage of the ...
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This chapter examines SFAF’s work interpreting two simultaneous events in its environments that threatened the enterprise: economic turbulence following the “dot.com” collapse: and the passage of the No Child Left Behind Act of 2001. The chapter details the efforts of SFAF executives to interpret how environmental turbulence bore on schools, the program, and SFAF as an organization. It details the strategies selected by SFAF executives to sustain the enterprise. And it details their efforts to adapt the enterprise to align its operations with this new strategy. Extending themes developed across preceding chapters, the chapter analyzes how SFAF’s adaptations increased the potential for short-term viability by sustaining its comprehensive school reform program and gaining entry into new markets. It also details how these adaptations exacerbated the risk of long-term problems by extending the size and diversity of the Success for All network.Less
This chapter examines SFAF’s work interpreting two simultaneous events in its environments that threatened the enterprise: economic turbulence following the “dot.com” collapse: and the passage of the No Child Left Behind Act of 2001. The chapter details the efforts of SFAF executives to interpret how environmental turbulence bore on schools, the program, and SFAF as an organization. It details the strategies selected by SFAF executives to sustain the enterprise. And it details their efforts to adapt the enterprise to align its operations with this new strategy. Extending themes developed across preceding chapters, the chapter analyzes how SFAF’s adaptations increased the potential for short-term viability by sustaining its comprehensive school reform program and gaining entry into new markets. It also details how these adaptations exacerbated the risk of long-term problems by extending the size and diversity of the Success for All network.
- Published in print:
- 2012
- Published Online:
- February 2013
- ISBN:
- 9780226660714
- eISBN:
- 9780226660738
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226660738.003.0007
- Subject:
- Education, Educational Policy and Politics
This chapter outlines the recent efforts that teacher unions have made to address the quality of education in minority schools, the limits they have faced in their efforts, and the ways in which the ...
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This chapter outlines the recent efforts that teacher unions have made to address the quality of education in minority schools, the limits they have faced in their efforts, and the ways in which the historical tension between teachers' rights and civil rights has shaped the political landscape. The agenda that the midcentury teachers developed to advance their own professionalism undermined their moral authority in local communities. The legacy of this agenda enabled the design of federal legislation that focuses on teacher quality as the primary obstacle to minority student success. This chapter highlights the importance of rethinking about the centrality of rights to school reform projects and to visualize the empowerment of teachers and students as mutually beneficial goals, along with the failure of the No Child Left Behind (NCLB) to improve education for minority students and the historical events.Less
This chapter outlines the recent efforts that teacher unions have made to address the quality of education in minority schools, the limits they have faced in their efforts, and the ways in which the historical tension between teachers' rights and civil rights has shaped the political landscape. The agenda that the midcentury teachers developed to advance their own professionalism undermined their moral authority in local communities. The legacy of this agenda enabled the design of federal legislation that focuses on teacher quality as the primary obstacle to minority student success. This chapter highlights the importance of rethinking about the centrality of rights to school reform projects and to visualize the empowerment of teachers and students as mutually beneficial goals, along with the failure of the No Child Left Behind (NCLB) to improve education for minority students and the historical events.
Anne Lutz Fernandez and Catherine Lutz
- Published in print:
- 2019
- Published Online:
- January 2020
- ISBN:
- 9780226627427
- eISBN:
- 9780226627731
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226627731.003.0003
- Subject:
- Society and Culture, Media Studies
In this chapter, authors Fernandez and Lutz explain how the American education system is being warped by roboprocesses. They lay out how, encouraged by initiatives including No Child Left Behind and ...
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In this chapter, authors Fernandez and Lutz explain how the American education system is being warped by roboprocesses. They lay out how, encouraged by initiatives including No Child Left Behind and Race to the Top, states have come to operate massive standardized testing regimes for evaluating students by machine and to automate the development and evaluation of teachers. The authors demonstrate the frequently absurd, dysfunctional and counterproductive outcomes of these processes as they dehumanize relationships between students, teachers, and administrators; produce anxiety and boredom in students; encourage cheating and force a standardized, scripted, and narrowed curriculum that deskills teachers as it strips them of their professional autonomy. Fernandez and Lutz warn that the roboprocesses that have infiltrated our schools encourage the shifting of tax dollars from teachers to corporations and enable the privatization of education, an essential public good. Still, they conclude, ongoing efforts by parents and educators to resist teaching and learning by algorithm, such as the opt-out movement and teacher strikes for increased education spending, provide hope that humans can wrest back control of how we educate our young people.Less
In this chapter, authors Fernandez and Lutz explain how the American education system is being warped by roboprocesses. They lay out how, encouraged by initiatives including No Child Left Behind and Race to the Top, states have come to operate massive standardized testing regimes for evaluating students by machine and to automate the development and evaluation of teachers. The authors demonstrate the frequently absurd, dysfunctional and counterproductive outcomes of these processes as they dehumanize relationships between students, teachers, and administrators; produce anxiety and boredom in students; encourage cheating and force a standardized, scripted, and narrowed curriculum that deskills teachers as it strips them of their professional autonomy. Fernandez and Lutz warn that the roboprocesses that have infiltrated our schools encourage the shifting of tax dollars from teachers to corporations and enable the privatization of education, an essential public good. Still, they conclude, ongoing efforts by parents and educators to resist teaching and learning by algorithm, such as the opt-out movement and teacher strikes for increased education spending, provide hope that humans can wrest back control of how we educate our young people.
Steven F. Lawson
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780813049083
- eISBN:
- 9780813046976
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813049083.003.0008
- Subject:
- History, African-American History
This chapter examines how President Bush promoted compassionate conservatism through his education policy, No Child Left Behind, and his support of diversity in his cabinet. Bush’s tactics reflected ...
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This chapter examines how President Bush promoted compassionate conservatism through his education policy, No Child Left Behind, and his support of diversity in his cabinet. Bush’s tactics reflected his belief in equal opportunity but failed to account for the complexity of institutionalized racism. Hurricane Katrina and the accusations of racism demonstrated Bush’s limited understanding of institutionalized racism. Bush deviated from conservative norms by affirming the legacy of the civil rights movement while still opposing key policies like affirmative action.Less
This chapter examines how President Bush promoted compassionate conservatism through his education policy, No Child Left Behind, and his support of diversity in his cabinet. Bush’s tactics reflected his belief in equal opportunity but failed to account for the complexity of institutionalized racism. Hurricane Katrina and the accusations of racism demonstrated Bush’s limited understanding of institutionalized racism. Bush deviated from conservative norms by affirming the legacy of the civil rights movement while still opposing key policies like affirmative action.
Erin Ryan
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199737987
- eISBN:
- 9780199918652
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199737987.003.0009
- Subject:
- Law, Constitutional and Administrative Law
Chapter Nine explores the structural safeguards of bilateral balancing through the bargaining norms and media of exchange that accompany the trade in federalism entitlements. Federalism bargaining ...
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Chapter Nine explores the structural safeguards of bilateral balancing through the bargaining norms and media of exchange that accompany the trade in federalism entitlements. Federalism bargaining operates where each party wants something from the other, and negotiators trade on various aspects of the governing capacity available to them. These include legal authority, financing, resources and expertise to accomplish specific regulatory goals, release from inhibiting legal obligations that one side may hold over the other, and credit. Notably, the normative power of federalism itself forms important leverage at the bargaining table—often by clever statutory design—further constraining the results of negotiations in which participants are also motivated by other concerns. Chapter Nine includes compelling anecdotal testimony by primary source practitioners about participation, initiation, mechanics, leverage, relationships and consultation, underlying legal uncertainty, and available sources of trade in federalism bargaining. It carefully analyzes bargaining under the federal power of the purse, in spending power deals such as No Child Left Behind. Negotiated federalism is a project of bilateral balancing—incorporating wisdom from all levels of government about how to prioritize competing federalism values and exogenous considerations in each individual circumstance. Understanding the dynamics in federalism bargaining helps demonstrate the structural safeguards that bilateral balancing affords. Federalism bargaining ensures the active engagement of federalism goals through its very design—regardless of the competing policy concerns or the subjective considerations of participants—by balancing local and national interests in the substance of actual governance. Bilateral balancing thus affords protection for federalism on a structural level that surpasses the political safeguards available at a purely unilateral level. Like other federalism safeguards, however, the structural encouragement of federalism values is not infallible. Leverage dynamics, failed relationships, competitions for credit, and bargaining abuses can overcome them in some cases.Less
Chapter Nine explores the structural safeguards of bilateral balancing through the bargaining norms and media of exchange that accompany the trade in federalism entitlements. Federalism bargaining operates where each party wants something from the other, and negotiators trade on various aspects of the governing capacity available to them. These include legal authority, financing, resources and expertise to accomplish specific regulatory goals, release from inhibiting legal obligations that one side may hold over the other, and credit. Notably, the normative power of federalism itself forms important leverage at the bargaining table—often by clever statutory design—further constraining the results of negotiations in which participants are also motivated by other concerns. Chapter Nine includes compelling anecdotal testimony by primary source practitioners about participation, initiation, mechanics, leverage, relationships and consultation, underlying legal uncertainty, and available sources of trade in federalism bargaining. It carefully analyzes bargaining under the federal power of the purse, in spending power deals such as No Child Left Behind. Negotiated federalism is a project of bilateral balancing—incorporating wisdom from all levels of government about how to prioritize competing federalism values and exogenous considerations in each individual circumstance. Understanding the dynamics in federalism bargaining helps demonstrate the structural safeguards that bilateral balancing affords. Federalism bargaining ensures the active engagement of federalism goals through its very design—regardless of the competing policy concerns or the subjective considerations of participants—by balancing local and national interests in the substance of actual governance. Bilateral balancing thus affords protection for federalism on a structural level that surpasses the political safeguards available at a purely unilateral level. Like other federalism safeguards, however, the structural encouragement of federalism values is not infallible. Leverage dynamics, failed relationships, competitions for credit, and bargaining abuses can overcome them in some cases.
Douglas S. Reed
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780199838486
- eISBN:
- 9780199384303
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199838486.003.0008
- Subject:
- Political Science, American Politics
This chapter continues the examination of accountability policies in Alexandria, focusing on federal efforts to improve the city’s educational achievement through No Child Left Behind and the School ...
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This chapter continues the examination of accountability policies in Alexandria, focusing on federal efforts to improve the city’s educational achievement through No Child Left Behind and the School Improvement Grant program. These federal efforts resulted in a local push for proficiency and prompted significant reforms at a number of underperforming schools while placing enormous pressure on school officials. Their efforts, especially those of Superintendent Rebecca Perry, to respond to the demands of federal accountability policies were constrained, however, by, among other factors, poor federal guidance, poverty, and language barriers confronting their students. The federal criteria also conflicted with the community expectations of what T.C. Williams High School represented: a common public high school for all Alexandria’s youth. The chapter argues that inflexible accountability mechanisms built into NCLB and the school transformation process made it more difficult for Alexandria to address the real causes of student achievement gaps.Less
This chapter continues the examination of accountability policies in Alexandria, focusing on federal efforts to improve the city’s educational achievement through No Child Left Behind and the School Improvement Grant program. These federal efforts resulted in a local push for proficiency and prompted significant reforms at a number of underperforming schools while placing enormous pressure on school officials. Their efforts, especially those of Superintendent Rebecca Perry, to respond to the demands of federal accountability policies were constrained, however, by, among other factors, poor federal guidance, poverty, and language barriers confronting their students. The federal criteria also conflicted with the community expectations of what T.C. Williams High School represented: a common public high school for all Alexandria’s youth. The chapter argues that inflexible accountability mechanisms built into NCLB and the school transformation process made it more difficult for Alexandria to address the real causes of student achievement gaps.