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McREL: Turning what works in teaching, leading, and learning into innovation and results
 

Understanding No Child Left Behind

 
 
Product Description  In 2002, McREL engaged community members in Kansas City, Mo., in focus groups using a community conversation framework to find out where people stand on standards and the extent to which they support low-performing schools.

The outcomes of those focus groups are presented in this report, which was commissioned and funded by the Kettering Foundation.

Authors  Bryan Goodwin, Sheila Arens, Zoe Barley, & Jill Williams
Target Audience  Policymakers, administrators, and community organizers
Ways to Use this Product  As a guide for decision making about school improvement and a catalyst for engaging the public in dialogue about school reform.
Key Ideas  
Key findings:

  • NCLB appears to move the nation closer to federal control of schools and may lead to federal testing and a federal curriculum.

  • The public thinks that consistent standards are important in a highly mobile society.

  • Many members of the public have lost faith in public schools.

  • Most principals view being designated as a low-performing school as a chance to do better.
How to Get this Product  View/Download the PDF
APA Citation  Goodwin, B., Arens, S., Barley, Z., & Williams, J. (2002). Understanding No Child Left Behind: A report on the No Child Left Behind Act of 2001 & its implications for schools, communities, & public support for education. Aurora, CO: Mid-continent Research for Education and Learning.
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