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NCLB Meets School Realities: Lessons From the Fieldreviewed by Dan Laitsch - 2006 Title: NCLB Meets School Realities: Lessons From the Field Author(s): Gail Sunderman, Jimmy Kim, and Gary Orfield Publisher: Sage Publishing, Thousand Oaks ISBN: 1412915554, Pages: 148, Year: 2005 Search for book at Amazon.com When President Bush signed into law the No Child Left Behind Act (the reauthorized Elementary and Secondary Education Act), it was hailed as a unique and bipartisan effort to improve education in the U.S. The bill was passed in the Senate by a vote of 87-10, and in the House by a 381-41 margin, with Democrats in senior leadership positionsCongressman George Miller (D-CA) and Senator Edward Kennedy (D-MA)joining President Bush for the signing ceremony on January 8, 2002. Just three years later, however, the law has created a bipartisan political backlash that has states looking at refusing Federal funding and suing the Federal government, and the U.S Department of Education levying hundreds-of-thousands of dollars in fines for failures to comply with the law. A new book by Gail Sunderman, Jimmy Kim, and Gary OrfieldNCLB Meets School Realities: Lessons from the Fieldattempts to document the impact of NCLB on educators, evaluate... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Dan Laitsch
Simon Fraser University E-mail Author DAN LAITSCH is an assistant professor with the Faculty of Education at Simon Fraser University and Chair of the American Educational Research Association Special Interest Group on Research Use. His recent publications include "Accountability: A view from the states through the lens of No Child Left Behind," forthcoming in Orbit Magazine and "Beyond standards and accountability: A critique of current trends in assessment," in CEPolicy Perspectives. His research interests include the use and misue of research in policymaking, and he is currently embarking on an international study of teacher use of research to improve practice.
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