NCLB—Additional Resources
www.classroomstruggles.org.
The latest audio interview featuring Richard Allington and reporter and co-author of NY Times cover story "Gains in Houston Schools: How Real Are They?" Diana Jean Schemo has now been posted on the Classroom Struggles website. Listen, participate in the on-line discussions, and share with anyone interested in the politics and profit behind NCLB mandates and federal education policies.
“Meeting NCLB Goals for Highly Qualified Teachers: Estimates by State from Survey Data.” The Council of Chief State School Officers (CCSSO).
This paper presents state-by-state data on the qualifications of teachers in grades 7-12. The 50-state results from the Schools and Staffing Surveys of 1994 and 2000 show the percentage of teachers in each state that are fully certified and have a major in their assigned teaching field. The analysis is intended to help state leaders, educators, and others obtain a picture of highly qualified teachers in their state and to be able to compare their state statistics with states across the nation.
"Carl Glickman's Message to Parents." The Forum for Education and Democracy, August 2004.
In a blunt condemnation of "testing madness," Carl Glickman writes an open letter to parents that begins: "Hi Parents. Welcome to the new world of schools that can be summed up in a few words; test, test, test and Big Brother knows what is best!"
Abedi, Jamal and Ron Dietel. "Challenges in the No Child Left Behind Act for English-Language Learners". Phi Delta Kappan, June 2004.
Allen, Tom. "No School Left Unscathed." Phi Delta Kappan, January 2004.
U.S. Rep. Tom Allen (D-Me.) argues that the No Child Left Behind Act works special hardships on the states that have done the most to reform their schools.
Allington, Richard L., Sean A. Walmsley (1995). No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools. New York, NY: Teachers College Press/Newark, DE: IRA.
The book employs two case studies that explore the complex, interrelated, and interactive dynamics that combine to provide less than equal educational opportunity for some. The book also presents two models for transforming the inequity in U.S. schools.
Allington, Richard (2002). Big Brother and the National Reading Curriculum: How Ideology Trumped Evidence. Portsmouth, NH: Heinemann.
In this timely and important book, nationally-recognized reading researcher Richard Allington tracks and questions the 30-year campaign that has focused on testing, accountability, and federalization of education.
Brown, Cynthia. "Opportunity and Accountability to Leave No Child Behind in the Middle Grades: An Examination of the No Child Left Behind Act of 2001." Edna McConnell Clark Foundation, March 2002.
The Edna McConnell Clark Foundation commissioned author Cindy Brown to analyze the impact that the No Child Left Behind Act of 2001 will have on American education. The report focuses on the opportunities and challenges that middle schools will be facing, in light of this new legislation, to improve the learning environment for their students, classroom practices, school climate, and student outcomes.
Butzin, Sarah M. "Stop the Insanity! It Takes a Team to Leave No Child Behind." Phi Delta Kappan, December 2004.
Coles, Gary (2003). Reading the Naked Truth: Literacy, Legislation, and Lies. Portsmouth, NH: Heinemann.
As he connotes in the title of this urgent exposé, Gerald Coles uncovers what's absent from all the claims with which teachers and the public have been assailed. He offers a scathing indictment of the National Reading Panel's "research" and other attempts to undermine reading education and the educators equipped to do it best.
Conley, Mark W. and Kathleen A. Hinchman. "No Child Left Behind: What it Means for U.S. Adolescents and What We Can Do about It." Journal of Adolescent & Adult Literacy, September 2004.
The No child Left Behind Act promises all students a better chance to learn, but does that promise include adolescents?
Cross, Christopher T., Richard Riley and Ted Sanders (2003). Political Education: National Policy Comes of Age. New York, NY: Teachers College Press.
In this important new book, Christopher Cross traces the evolution of federal education policy during the latter half of the 20th century—from World War II to the present, including a separate chapter on the new federal law, No Child Left Behind by Paul Manna.
Elmore, Richard F. "A Plea for Strong Practice." Educational Leadership, November 2003.
Knowing how schools actually improve is our most urgent task, especially in light of the design flaws in No Child Left Behind.
Garan, Elaine M. (2004). In Defense of Our Children: When Politics, Profit, and Education Collide. Portsmouth, NH: Heinemann.
Dr. Elaine Garan provides an easy-to-read, question-and-answer format to help readers think through the vital issues in education and parenting. She expertly helps readers cut through the avalanche of propaganda and media buzzwords so they understand which corporations and entrepreneurs are getting ahead in the name of scientific research and school reform—while we foot the bill and many of our children are left behind.
Garan, Elaine M. (2002). Resisting Reading Mandates: How to Triumph with the Truth. Portsmouth, NH: Heinemann.
Elaine Garan dejargonizes the research and takes us behind the curtain of the National Reading Panel Report, using her own research and analysis of the issues and applying them to us as real teachers in real classrooms in an easy-to-read format we can use. Her book further reveals the true findings of the NRP's report on commercial programs and isolated phonics instruction and the strong financial links that are connected to its "science."
Harvey, James. "The Matrix Reloaded." Educational Leadership, November 2003.
The No Child Left Behind legislation's goal sounds visionary, but its internal contradictions are creating a nightmare not unlike the deceptive world of the film The Matrix Reloaded.
Karp, Stanley. "Taming the Beast." Rethinking Schools, Summer 2004.
What's the right funding level for a bad law? Almost from the day Congress passed the No Child Left Behind act (NCLB), there have been contentious debates about its funding levels.
Marshak, David. "No Child Left Behind: A Foolish Race into the Past." Phi Delta Kappan, November 2003.
According to Mr. Marshak, the No Child Left Behind Act, rather than preparing all students for the future, reverts to the outmoded practices of the Industrial Age--a narrow curriculum and the sorting of students through standardized testing.
Mathis, William J. "NO CHILD LEFT BEHIND: Costs and Benefits." Phi Delta Kappan, May 2003.
The promise of providing all children with a high-quality education is a noble one. But after looking at the projected costs for 10 states to fulfill the requirements of NCLB, Mr. Mathis fears that the federal government is asking too much and giving too little.
Meier, Deborah and George Wood (2004). Many Children Left Behind: How the No Child Left Behind Act Is Damaging Our Children and Our Schools. Boston, MA: Beacon Press.
Many Children Left Behind is a devastating brief against NCLB. Far from improving public schools and increasing the ability of the system to serve poor and minority children, the authors argue, the law is doing exactly the opposite.
Mendez, Teresa. " We Are the Parents. Is Anyone Listening?" The Christian Science Monitor, June 1, 2004.
Despite NCLB's requirement for better dialogue between schools and parents, a study due out this week suggests many parents are still in the dark about the quality of their children's education. Some experts say language barriers, cultural attitudes and the vast quantity of complex data itself are to blame for parents' confusion.
Neill, Monty. "Leaving Children Behind: How No Child Left Behind Will Fail Our Children." Phi Delta Kappan, November 2003.
Peterson, Paul E. and Martin R. West (2003). No Child Left Behind?: The Politics and Practice of School Accountability. Washington, DC: The Brookings Institute.
The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law’s origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law’s likely consequences for American education.
Seligman, Dan. "Children Will Be Left Behind." FORBES, March 15, 2004.
George Bush's school accountability law, enacted to much fanfare two years ago, is something of a fraud. It cannot possibly perform as advertised.
Related Information:
No Child Left Behind Act (Elementary)
No Child Left Behind Act (Middle)
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