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Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.
About the Author:
Paul E. Peterson is Henry Lee Shattuck professor of government and director of the Program on Education Policy and Governance at Harvard University. He is a senior fellow at the Hoover Institution at Stanford University.
Martin R. West is a research fellow at the Program on Education Policy and Governance at Harvard University.
|1||The Politics and Practice of Accountability||1|
|2||No Child Left Behind: Forging a Congressional Compromise||23|
|3||Refining or Retreating? High-Stakes Accountability in the States||55|
|4||Politics, Control, and the Future of School Accountability||80|
|5||Rethinking Accountability Politics||107|
|6||Lessons about the Design of State Accountability Systems||127|
|7||Unintended Consequences of Racial Subgroup Rules||152|
|8||Charter School Achievement and Accountability||177|
|9||The Effects of Accountability in California||197|
|10||The "First Wave" of Accountability||215|
|11||No Child Left Behind, Chicago Style||242|
|12||A Closer Look at Achievement Gains under High-Stakes Testing in Chicago||269|
|13||Central Exit Exams and Student Achievement: International Evidence||292|