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.     

NCLB法案实施四年来美国公立学校的变化——来自美国教育政策中心的报告

《不让一个孩子掉队》(NCLB)法案到2006年为止已经实施了4年,在这4年中美国的公立教育发生了很大变化,同时NCLB法案也一直受到各界的质疑与非议.美国教育政策中心最近发布了一份报告,总结了NCLB法案实施4年来对公立学校的10大影响,比较全面真实地反映了美国公立学校的情况与问题.     

Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy About Schools and Schooling

One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business.     

A Disability Studies Perspective on the Bush Education Agenda: The No Child Left Behind Act of 2001 1

Our educational system is undergoing great scrutiny. The success of our nation's schools and their students is under serious evaluation and interpretation. Currently, one of the most visible and pertinent “political products” impacting our schools and students is the federal legislation No Child Left Behind (2002) Cohen, M. 2002. Implementing Title 1 standards, assessments and accountability: Lessons from the past, challenges for the future. Paper presented at the Thomas B. Fordham Conference: No Child Left Behind: What will it take?. February2002, Washington, DC.  [Google Scholar]. Specific concerns arise around schools' ability to include students with disabilities, among other “disadvantaged groups,” in strategies for academic success. Disability Studies contends that the place and positioning of disability is fundamentally political. This article uses a Disability Studies lens to critique NCLB. The potential benefits, problematic areas, and dangerous aspects to schools, teachers, parents, students with disabilities, and the community at large are presented within this Disability Studies context.     

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”.     

美国LEP学生英语教育政策探析——以《双语教育法》和《不让一个孩子掉队法》为例

美国是一个移民国家,美国学校中有许多LEP学生,美国联邦政府为了处理LEP学生的英语教育问题而制定了一些相关的隐性的语言教育政策.这些英语教育政策主要体现在<双语教育法>和<不让一个孩子掉队法>中,对这两部法中LEP学生的英语教育政策的对比研究可以使我们更清楚地看透美国联邦政府英语教育政策的变化和宗旨,这对我国的汉语母语教育政策的制定和修改具有参考意义.