Learning Policy: When State Education Reform Works

Rueda,Robert

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Learning Policy: When State Education Reform Works

reviewed by Robert Rueda - 2003

Title: Learning Policy: When State Education Reform Works
Author(s): David K. Cohen and Heather C. Hill
Publisher: Yale University Press, New Haven
ISBN: 0300089473, Pages: 224, Year: 2001
Search for book at Amazon.com

Within the past few weeks, major federal legislation (the No Child Left Behind Act of 2001) focused on education reform has been passed. Significantly, one of the four �pillars� of this national education reform blueprint is accountability and testing (the others include flexibility and local control, funding for what works, and expanded parental options). This new law represents a comprehensive overhaul of existing federal law (the Elementary and Secondary Education Act passed in 1965 and the Improving America�s Schools Act of 1995 ) and now becomes the principal federal law affecting K-12 education today. Given this legislation and the policy direction that it reaffirms, Cohen�and Hill have produced an extremely timely book that should give pause to those who view this initiative and other similar initiatives as instruments of school reform. � The basis of the book is a partly an historical account of California�s attempts to improve teaching and learning in mathematics starting about the middle of the 1980�s, and partly a detailed study of these same... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1295-1298
https://www.tcrecord.org ID Number: 10898, Date Accessed: 4/21/2021 7:12:24 AM

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About the Author
Robert Rueda University of Southern California E-mail Author ROBERT RUEDA is a Professor in the Rossier School of Education at the University of Southern California. His research interests are in the areas of the sociocultural basis of learning and instruction with a focus on academic achievement (especially reading) in students in at-risk conditions, English language learners, and students with mild learning handicaps; and childrens' acquisition and uses of literacy.

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