NCLB Meets School Realities
Lessons From the Field
- Gail L. Sunderman - Civil Rights Project, Harvard University
- James S. Kim - Harvard University, Graduate School of Education, Civil Rights Project, Harvard University, Center for Evaluation, Initiatives for Children, American Academy of Arts and Sciences, University of California at Irvine
- Gary Orfield - Civil Rights Project, Harvard University
"A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations."
—Kenneth Wong, Professor
Peabody College, Vanderbilt University
"This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind."
—Richard F. Elmore, Gregory Anrig Professor of Educational Leadership
Harvard Graduate School of Education
"The well-documented and thorough approach to collecting the data is a major strength. The material fit with my experiences as a practicing principal. This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do—ensure that every child is successful!"
—Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY
Member, 2002-2003 NAESP Board of Directors
The essential guide to understanding NCLB
The No Child Left Behind Act of 2001 is one of the biggest educational forces of our time. So why is it one of the least understood? NCLB Meets School Realities is an essential resource for educators wanting to explore and understand the issues raised by NCLB. Based on original research of 11 districts across 6 states by The Civil Rights Project at Harvard University, this text details how NCLB is put into practice, the issues it raises, and how it affects minority and low-income students. The authors look closely at the implications of increased federal involvement in education, how states designed their accountability systems to meet the NCLB requirements, and the implications of the adequate yearly progress provisions for schools and students. They examine whether the transfer policy creates better schooling options for disadvantaged families, the ability of districts to implement supplemental educational services, and how teachers view the efficacy of NCLB's reforms. They also review one provision—graduate rate accountability—in light of the national graduation rate crisis.
NCLB Meets School Realities includes:
- Practical methods to understanding the political implications of NCLB
- A detailed look at how proficiency standards affect minority youth
- Revealing data from 11 school districts across 6 states
"A timely study on the implementation of NCLB in 6 states during the initial phase of the reform. The authors' policy recommendations will be particularly useful to policy makers and practitioners in designing more effective strategies to improve schooling quality for the least advantaged children. This book will be widely adopted in graduate courses in educational policy and intergovernmental relations."
"The well documented and thorough approach to collecting the data is a major strength. The material fits with my experiences as a practicing principal. This book can serve as a catalyst for quality conversation that is so drastically needed about how to make NCLB do what it is intended to do–ensure that every child is successful!"
"This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of No Child Left Behind."
"This is a welcomed illustration of the multitude of ways the NCLB law affects children and schools."
"One of a few empirical, multistate examinations of the implementation of the No Child Left Behind Act of 2001 with a focus on how the law affects minority and low-income students. Presents appropriate political and historical context, original data and analyses, and well-researched recommendations on how to improve public schools."
"A valuable addition to the body of literature looking at NCLB implementation. The systematic approach the authors use to examine complex policy issues is refreshing and adds significant strength to their critiques of NCLB—as policy and as it has been implemented."
