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Many Children Left Behind: How the No Child Left Behind Act is Damaging Our Children and Our Schools


reviewed by Anthony P. Cavanna — 2005

coverTitle: Many Children Left Behind: How the No Child Left Behind Act is Damaging Our Children and Our Schools
Author(s): Deborah Meier and George Wood (Editors)
Publisher: Beacon Press, Boston
ISBN: 0807004596, Pages: 152, Year: 2004
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The most important mission of our public schools has been to prepare and educate caring, well-informed, and knowledgeable citizens. Ted Sizer argues that “Free public schooling has long been the primary engine for social and economic health and for individual social mobility.”  Many of our nation’s schools that previously have been cited, locally and nationally, for striving toward higher levels of student success and achievement have now come to the realization that by the criteria of the No Child Left Behind (NCLB) Act, they will be deemed failures by the year 2014.  The national agenda on education has changed from recognizing that public education has the potential to prepare productive citizens to one that appears to have been shaped so that the American public will lose faith in its public school systems. NCLB seems to have been designed to humiliate schools rather than support them in their efforts to raise... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1522-1526
http://www.tcrecord.org ID Number: 11805, Date Accessed: 11/17/2017 2:39:35 PM

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About the Author
  • Anthony Cavanna
    American Institutes for Research
    E-mail Author
    ANTHONY P. CAVANNA is Principal Research Scientist focusing on Education Systems Design at the American Institutes for Research in Washington, DC. He is a former public school teacher, principal, and superintendent as well as a former Professor of Educational Practice at New York University. His current projects include a New Jersey Department of Education/Prudential Foundation grant to improve student achievement in needy urban school districts, a Kellogg Middle Start Improvement Project for middle school education, a Gates Project on the implementation of small high schools, and the Ohio Score Reporting Project for the Ohio State Content Standards. His recent publications include an internal review, “Works in Progress: A Report on Middle and High School Improvement Programs” (American Institutes for Research, 2005) and a review of Lee G. Bolman and Terrance Deal’s Reframing the Path to School Leadership: A Guide for Teachers and Principals (Teachers College Record, 2003).
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