NCLB / Title I
Research on the civil rights implications of federal policies like the 1965 Elementary and Secondary Education Act, it's 2001 reauthorization known as No Child Left Behind, or Title I of ESEA.
Recent NCLB / Title I Research
- Large Mandates and Limited Resources: State Response to the No Child Left Behind Act and Implications for Accountability
- We pay particular attention to the knowledge base and existence of suitable interventions for improving performance in low-performing schools that would allow state administrators to do what the law requires since the history of state failures on a much smaller scale make it difficult to understand how the states could meet these challenges and raise concern about the resulting policies and practices for minority schools and districts.
- A Public Laboratory Dewey Barely Imagined: The Emerging Model of School Governance and Legal Reform
- Public school reform raises the prospect of a broader redefinition of our very democracy.
- Raising Standards or Raising Barriers
- The book makes clear the importance of high standards and accountability systems. But support for standards and accountability systems should not be equated with support for high-stakes tests. Most of the contributors to the volume have found evidence that policies that focus on high-stakes testing corrupt educational reform and undermine achievement, especially for at-risk students.