The Unintended, Pernicious Consequences of "Staying the Course" on the United States' No Child Left Behind Policy

dc.creator	Audrey Amrein-Beardsley
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:25Z
dc.date.available	2015-07-20T22:08:25Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/ef92b574ac9e4b1aa842e0f39fc57570
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12002
dc.description	The phrase “no child left behind” has become a familiar expression in American education circles and in popular culture. The sentiment implied by these four words is noble. However, the effects of the top-down implementation of the high-stakes testing provisions of the law have been anything but salutary for public school children, teachers, and administrators. This claim is supported by data describing many of the ways in which well-intentioned but desperate educators, from the statehouse to the schoolhouse, have been driven to game the system in ironic defense of the children, teachers, and administrators least equipped to defend themselves. It is argued herein that, instead of reauthorizing the stronger accountability tenet of NCLB, it might do very well to let it fade away.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/199/69
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 4, Iss 6 (2009)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Unintended, Pernicious Consequences of "Staying the Course" on the United States' No Child Left Behind Policy
dc.type	article