No Child Left Behind
At the heart of the debate over renewing No Child Left Behind, the nation’s education reform act which is overdue for reauthorization, is the question: what is the role of the federal government in K-12 education? Though the law was initiated and signed by a Republican president, presidential candidates like Mitt Romney and Rick Santorum, who once supported it, now talk about getting the federal government out of education. Democratic reformers, meanwhile, insist that the federal government has a role in telling states how to identify, punish and fix low-performing schools — despite little evidence that Washington has been good at any of these tasks. Over the last decade, AEI Education has been exploring these concerns.
Discover No Child Left Behind Content
-
FILTER BY DATEAll Time
-
-
FILTER BY RELEVANCEMost Recent
-
-
FILTER BY CONTENT TYPEAll Content Types
-
Join education scholars and practitioners for a discussion about the latest NCLB research and its implications for future education policy.
Following the 2012 election, we see three major trends in education reform: reduced federal funding for K–12, a growing divide over education reform within the GOP, and the staying power of teachers unions.
Join us at AEI for a balanced discussion of what the 2012 election results will mean for the potential reauthorization of the ESEA, federal education spending, state and local issues and other pressing concerns.
In a just released Future of American Education Working Paper, education expert Alexander Russo examines how the passage of No Child Left Behind (NCLB) forced Teach for America (TFA) to get involved in the education policy debate. In particular, Russo focuses on how NCLB's requirement of "highly-qualified teachers," energized TFA...
A President Romney would continue much of the Obama education agenda, but would ask harder questions about the distinctions between state and federal government roles.
In recent years, the United States has made meaningful strides toward reforming teacher evaluation systems and requirements. That said, if advocates of these reforms rush too quickly to create new systems, they risk replacing broken models with ones that, while improved, can potentially create barriers to innovation.
Arnold Schober explains how the definition of teacher quality has changed over time
The concept of “teacher quality” has undergone a profound transformation in the last decade. We now approach evaluating the quality of our teachers by measuring their ongoing performance in the classroom.
