Holding NCLB Accountable
Achieving Accountability, Equity, & School Reform

Edited by:

Gail L. Sunderman - Civil Rights Project, Harvard University

Other Titles in:
Leadership | School Change, Reform, & Restructuring | Standards & Accountability

February 2008 | 280 pages | Corwin

This edited book provides a comprehensive approach to evaluating No Child Left Behind and identifying how the law can be improved. With contributions from experts, including Gary Orfield, Linda Darling-Hammond, Catherine Snow, and Daniel Koretz, among others, this text considers the efficacy of NCLB test-based accountability.

These essays critically examine:

- What we know and don't know about the key mechanisms used to hold schools accountable

- Whether states have the capacity to implement all of the requirements called for in the law

- Whether states have the ability to provide the support and technical assistance necessary to help low-performing schools and districts

- The implications of the law for sustaining successful school reform

Holding NCLB Accountable covers four themes. The three themes of accountability, capacity, and school reform provide the framework for the book's chapters. The fourth theme - achieving equity and the implications of the law for low-income and minority students - is addressed throughout the book.

Acknowledgments

About the Editor

About the Contributors

Introduction

Part I. NCLB and Accountability

Daniel Koretz

1. The Pending Reauthorization of NCLB: An Opportunity to Rethink the Basic Strategy

Robert L. Linn

2. Toward a More Effective Definition of Adequate Yearly Progress

Mindy L. Kornhaber

3. Beyond Standardization in School Accountability

Michael J. Kieffer, Nonie K. Lesaux, Catherine E. Snow

4. Promises and Pitfalls: Implications of No Child Left Behind for Defining, Assessing, and Serving English Language Learners

Part II. Evidence on How NCLB Is Working

Jaekyung Lee

5. Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-Depth Look Into National and State Reading and Math Outcome Trends

Walter M. Haney

6. Evidence on Education Under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap)

Part III. State Capacity to Implement NCLB

Goodwin Liu

7. Interstate Inequality in Educational Opportunity

Gail L. Sunderman, Gary Orfield

8. Massive Responsibilities and Limited Resources: The State Response

Heinrich Mintrop

9. Low-Performing Schools Programs and State Capacity Requirements: Meeting the NCLB Educational Goals

Part IV. NCLB: Impact on School Reform and Effects on Minority Students and Schools

Linda Darling-Hammond

10. No Child Left Behind and High School Reform

Willis D. Hawley

11. No Child Left Behind and Continuous School Improvement

Robert Balfanz, Nettie Legters

12. No Child Left Behind and Reforming the Nation’s Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential?

Russell W. Rumberger

13. Reforming High Schools to Reduce Dropout Rates

Gail L. Sunderman

Conclusion

Index

“An important contribution to the field.”

Nora Friedman, Principal

South Grove Elementary School, Syosset, NY

“This text offers valuable information for understanding the intent of NCLB, the positive effects of the legislation, the shortcomings of NCLB as currently authorized, and specific recommendations for improvements.”

Dolores Gribouski, Principal

Columbus Park Elementary School, Worcester, MA

"Useful, timely, and enlightening. A good compilation of well-researched articles that need to be read by the field."

Bonnie Tryon, Principal

Golding Elementary School, Cobleskill, NY

It was adopted for last winter's class. It was current and may be the last NCLB book I use as reauthorization is upon us, but this was a paperback and up-to-date, readable book.

Dr Barbara Cherem

Educational Admin , University of Michigan - Flint

July 11, 2011

Report this review