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No Child Left Behind? The Politics and Practice of School Accountability


reviewed by Philip I. Kramer — 2004

coverTitle: No Child Left Behind? The Politics and Practice of School Accountability
Author(s): Paul E. Peterson and Martin R. West (Editors)
Publisher: Brookings Institution, Washington D.C.
ISBN: 0815770294, Pages: 340, Year: 2004
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As the implementation of the 2001 reauthorization of the federal Elementary and Secondary Education Act—commonly referred to as the No Child Left Behind Act (NCLB)—begins, many Americans, including parents, students, educators, business owners, and politicians, are likely to debate the political and practical impact of the accountability legislation on our schools and the lives of our children. Anticipating that debate, Harvard University’s Program on Education Policy and Governance assembled a number of scholars in 2001 to discuss how NCLB would influence public education in this country. The result of those discussions is, No Child Left Behind? The Politics and Practice of School Accountability, an excellent compilation of essays and research edited by Harvard University’s Paul E. Peterson and Martin R. West.   The book has three sections. Part One “examines the politics surrounding passage of the legislation, as well as the political challenges looming ahead for states and localities as they attempt to comply with the rules and regulations” (p. vii) of NCLB. In Part Two, “policy analysts explore the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 8, 2004, p. 1623-1627
http://www.tcrecord.org ID Number: 11298, Date Accessed: 12/13/2017 11:33:46 PM

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About the Author
  • Philip Kramer
    The University of Texas at El Paso
    E-mail Author
    PHILIP I. KRAMER is an assistant professor at The University of Texas at El Paso. He has a joint appointment in the departments of educational leadership and teacher education. His research interests include assessment, accountability, policy, the scholarship of teaching and learning, and critical thinking. Dr. Kramer teaches graduate courses in research methodology and higher education.
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