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NCLB is the signal domestic policy initiative of the Bush administration and the most ambitious piece of federal education legislation in at least thirty-five years. Mandating a testing regime to force schools to continually improve student performance, it uses school choice and additional learning resources as sticks and carrots intended to improve low-performing schools and districts. The focus is on improving alternatives to children in low-performing schools.
Here top experts evaluate the potential and the problems of NCLB in its initial stages of implementation. This first look provides valuable insights, offering lessons crucial to understanding this dramatic change in American education.
About the author
Chester E. Finn, Jr. is Senior Fellow at Stanford's Hoover Institution, President of the Thomas B. Fordham Foundation and Thomas B. Fordham Institute, and Senior Editor of "Education Next. "
Frederick M. Hess is Director of Education Studies at the American Enterprise Institute and Executive Editor of" Education Next."
Summary
NCLB is the signal domestic policy initiative of the Bush administration and the most ambitious piece of federal education legislation in at least thirty-five years. Mandating a testing regime to force schools to continually improve student performance, it uses school choice and additional learning resources as sticks and carrots intended to improve low-performing schools and districts. The focus is on improving alternatives to children in low-performing schools.
Here top experts evaluate the potential and the problems of NCLB in its initial stages of implementation. This first look provides valuable insights, offering lessons crucial to understanding this dramatic change in American education.
Additional text
"It is time for public debate about NCLB to move beyond hype, hope, and imagined fears. This collection is at the cutting edge of what will be a new wave of empirically-based assessments. It will be an important resource for all concerned about the implications of NCLB." - Jeffrey R. Henig, Teachers College, Columbia University, Co-author, Building Civic Capacity: The Politics of Reforming Urban Schools
