America's Public Schools: From the Common School to "No Child Left Behind." By William J. Reese (Baltimore: The Johns Hopkins University Press, 2005. xii plus 355pp.)

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

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The happy (and not so happy) accidents of Bush-Obama school reform

Phi Delta Kappan ◽

10.1177/0031721718815670 ◽

2018 ◽

Vol 100 (4) ◽

pp. 31-35 ◽

Cited By ~ 2

Author(s):

Frederick M. Hess ◽

Michael Q. McShane

Keyword(s):

No Child Left Behind ◽

School Reform ◽

Common Core ◽

School Reforms ◽

Achievement Testing ◽

Data Systems ◽

Left Behind ◽

Policy Ideas ◽

The Common ◽

Unexpected Outcomes

Drawing upon their new edited volume of essays looking back on the school reforms of the Bush and Obama years, the authors explain just how few of those reforms went according to plan. Some of the unexpected outcomes were positive, they note, pointing to the improvement of school data systems and the bipartisan compromise that put an end to No Child Left Behind. Some of them were negative, such as a public backlash against achievement testing in general and the implementation of the Common Core in particular. And all of them should lead reformers to question their own certainty about how their policy ideas will play out.

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No Child Left Behind: Gifted Children and School Counselors

Professional School Counseling ◽

10.1177/2156759x0601000101 ◽

2006 ◽

Vol 10 (1) ◽

pp. 2156759X0601000

Author(s):

Marcia Gentry

Keyword(s):

At Risk ◽

Public Schools ◽

No Child Left Behind ◽

Children And Adolescents ◽

School Counselors ◽

Gifted Education ◽

Gifted Children ◽

Left Behind ◽

At Risk Children ◽

Educational Climate

A gifted-education researcher discusses the potential effects of No Child Left Behind on gifted children and adolescents as well as implications for those who counsel such children in public schools. With the primary purpose of stimulating thought, discussion, and action, she addresses the marginalization of gifted and other at-risk children in the current educational climate and provides recommendations for school counselors.

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Teaching A Geographical Component In World History Curriculum

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v4i12.6658 ◽

2011 ◽

Vol 4 (12) ◽

pp. 19

Author(s):

Olga A. Kachina

Keyword(s):

Public Schools ◽

No Child Left Behind ◽

Rhode Island ◽

World History ◽

Left Behind ◽

History Curriculum ◽

Analytical Thinking ◽

Short Period ◽

The World ◽

Foreign Policies

This article is devoted to the topic of teaching a geographical component in World History curriculum in American public high schools. Despite the fact that the federal legislation entitled No Child Left Behind (2001) declared geography as a "core" academic subject, geography was the only subject dropped from federal funding. As a result, geography as a separate subject in the majority of public schools around the country ceased to exist. California, New Mexico, and Rhode Island have adopted state standards of combined course of World History and Geography. However, a small geography segment included within the World History course has not been sufficient to provide students with a satisfactory level of geographical literacy. American students show their lack of geographical knowledge in one study after another even though the 21st century is an era of globalization and increasing international relationship. The geopolitical approach to teaching the World History course promoted in this paper can improve the situation significantly in a relatively short period of time. This geopolitical approach stresses the connection between history and geography. It involves an analysis of a countys economy, culture, domestic and foreign policies as directly connected to its geography. This approach improves students analytical thinking and conceptual understanding.

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