回顾与调整--美国"不让一个儿童落伍"(NCLB)法令的现状

实行两年的“不让一个儿童落伍”法令(NCLB：No Child Left Behind)已经给美国教育造成深刻影响。从对该法令在实施中取得的进展，以及在高资教师、年度进步、资源配置等方面出现的问题和调整进行初步总结和评价中，希望能给我国当前课程改革提供一些启发。     

The Anti-Black Order of No Child Left Behind: Using Lacanian psychoanalysis and critical race theory to examine NCLB

During a period in which institutions have been refashioned to meet the demands of a complex social and political economy, the No Child Left Behind Act (NCLB) has helped to alter the public educational system. As scholars and researchers examine the material effects of NCLB, efforts to improve the educational system and its effects must also explore the relationship between policy and racial ideologies including discursive fantasies. This article examines the relationship between NCLB and racial fantasies of Black youth as problematic others in order to help education reform scholarship and advocacy examine the violence of NCLB.     

No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform

This article discusses what David Berliner (2005) has called the perverse “spectacle of fear” (208) surrounding issues of teacher quality and accountability in contemporary school reform. Drawing principally on the critical semiotics of Roland Barthes' essay, “The World of Wrestling” (1957), it examines the way that this spectacle works to undermine public education and explicates the powerful mythology behind it. The article then concludes with some suggestions on how this destructive “spectacle of fear” might potentially be disrupted using the agencies of Deweyan “strong democracy”.     

No Child Left Behind: Implications for college student learning

What does No Child Left Behind (NCLB) have to do with higher education? Turns out plenty, according to Teniell L. Trolian and Kristin S. Fouts. They argue that NCLB has signifcant consequences for college learners.     

No Child Left Behind and the Denigration of Race

Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism. Colorblind policies are championed as fair and just, congruent with the egalitarian aspirations of the Civil Rights Movement that culminated in the passage of the Civil Rights Act in 1964. In rendering invisible the salience of race, the goal of colorblindness is to make advantage appear as a logical consequence of the natural order of things. The non-recognition of race as a form of political power tacitly enables the colorblind ideal to steer education policy toward the reinforcement of the dominant culture as the norm and the maintenance of hegemonic social arrangements. The insinuation of colorblindness into the culture of educational policymaking, and of No Child Left Behind in particular, suggests that substantive educational restructuring may not be part of the nation's racial agenda.     

Reliability of No Child Left Behind Accountability Designs

The No Child Left Behind Act of 2001 requires states to establish accountability systems that are both valid and reliable. If one follows the language of the law literally, there is no design that will meet both requirements. If one interprets the law more flexibly, it is possible to create such a design. States will need to approach the problem carefully if they are going to appropriately balance the various probabilities of making incorrect decisions about schools.     

Improving teacher quality: lessons from America's No Child Left Behind

How developed countries train, recruit and retain their schoolteachers is an area of considerable interest in education today. In this paper we consider how the US is addressing the issue of teacher quality by holding schools and school districts accountable for ensuring that all teachers of core subjects are ‘highly qualified’ by the end of the 2005–2006 school year. Part of the hugely important No Child Left Behind Act, this ‘highly qualified’ teacher requirement links billions of dollars of Federal funding to ensuring that schools and school districts develop strategies to meet these targets. We consider how successful this policy has been in two case study states: Wisconsin and California. What emerges is a mandate for change which emphasizes teachers' content knowledge over pedagogic skills, which reveals discrepancies in the certification, training and administration of the profession across different states, and which sharply reminds us of the difficulties faced by even the apparently simple policy of requiring high quality teachers by law.     

有教无类——孔子施教的基本原则

孔子是我国古代最伟大的教育家,他抓住春秋时期“文化下移”的机遇,大兴私学,以“有教无类”为施教的基本原则,广招门徒,其一生的大部分时间和主要精力都是在从事传道、授业、解惑的教育工作,成为我国历史上私人办学规模最大、成效最佳、影响最深远的第一人。“有教无类”的精神实质是教育的公平与公正,今天我们大力弘扬的“学有所教”与之一脉相承。     

Schools for the deaf and the No Child Left Behind Act

The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed.     

Dubious Sovereignty: Federal Conditions of Aid and the No Child Left Behind Act

The No Child Left Behind Act (NCLB) represents the greatest extension to date of Federal authority over public school governance. In NCLB, Congress used its conditional spending power to push states and localities into enacting particular kinds of testing and accountability policies. This article places NCLB in the context of Congress's generally increasing willingness to exert itself via conditions attached to federal financial aid. It also analyzes the implications of NCLB for federalism and intergovernmental relationships in education governance.     

Raising standards in American schools: the case of No Child Left Behind

In January 2002, President George W. Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107–110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America's public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind.     

Voices of Parents and Teachers in a Poor White Urban School

The views of parents and teachers in an elementary school serving a low-income, primarily White, urban neighborhood are presented and analyzed. In-depth interviews reveal the beliefs and hopes of members of each group about the relationship between the school and the families that it serves. Themes of separation between home and school, the function of parent volunteers, structural barriers to more family involvement, friendship between teachers and parents, service to the school, teacher attitudes about parents, and parent attitudes about teachers are explored. Recommendations for the creation of a school environment more encouraging to meaningful parent involvement in the schools are made. Key words include parent involvement and home-school relationships.     

No Child Left Behind and the assault on teachers' professional practices and identities

This Bernsteinian analysis conceptualizes No Child Left Behind legislation in the United States as a recent and deliberate shift towards a “performance” model of official pedagogic discourse. The paper posits that this shift carries the capacity to fundamentally alter teachers' professional practices and identities. It examines particularly whether the policy shift has impacted the professional practices and identities of pre-service and early career teachers, whose training has been completed in the wake of No Child Left Behind, differently than it has impacted the professional practices and identities of their veteran counterparts.     

论英语问题学生对美国NCLB法案实施的挑战

布什总统2002年签署的<不让一个儿童掉队法案>是对1965年<初中等教育法案>最全面的改革,也是其执政期间最为耀眼的政绩之一,但是该法案的实施面临巨大的挑战,而英语问题学生达标是事关法案能否最终实现的关键.其中英语问题学生基础差,学业成绩大面积提高进展缓慢;以英语为考试语言的学科测试无法客观评估学生学业;英语问题学生人员流动性较大,学校面临巨大困惑;学校力不能及的相关因素,如语言学生的差异性,语言学生数量不断增加,NCLB与语言学生自相矛盾等都是该法案实施的瓶颈.美国<不让一个儿童掉队法案>实施中遇到的语言学生挑战对我国热议中的<国家中长期教育改革和发展规划纲要>的实施具有一定的启示作用.     

试析美国教育改革计划《不让一个孩子掉队》

<不让一个孩子掉队>教育改革计划正在美国如火如荼地进行,它表明了新世纪美国政府的教育改革方向.文章试从该计划改革的背景、实施状况、特点进行分析,以助于我们更全面地认识美国正在进行的教育改革.