| 美国《初等和中等教育法》实施之初的效果分析 |
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| 引用本文： | 谭春芳.美国《初等和中等教育法》实施之初的效果分析[J].宁波大学学报(教育科学版),2016,0(6):27-031. |
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| 作者姓名： | 谭春芳 |
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| 作者单位： | (聊城大学 教育科学学院,山东 聊城 252059) |
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| 摘 要： | 在20世纪六七十年代，颁布于1965年的《初等和中等教育法》的实施效果不理想，未达到资助处境不利学生、提高教育质量和教育机会的目的。其原因主要有以下几方面:法案目标的表述语言模糊，使项目设置和资金使用混乱；TitleⅠ资金未使处境不利学生真正受益；合格的实施人员短缺；地方追求自身利益，使法案执行失真。
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| 关 键 词： | - |
TAN Chun-fang |
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| TAN Chun-fang.TAN Chun-fang[J].Journal of Ningbo University(Educational Science Edition),2016,0(6):27-031. |
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| Authors: | TAN Chun-fang |
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| Institution: | (School of Education Science, Lioacheng University, Liaocheng 252059, China) |
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| Abstract: | The Elementary and Secondary Education Act of 1965 was implemented unsatisfactorily in the U.S. in the 1960s and 1970s. It failed to aid the disadvantaged children, improve education quality and provide better educational opportunity. That mainly resulted from its ambiguous expression of goals leading to disorderly use of funds and layout of programs, no disadvantaged children benefitting from the Act, less-staffed qualified enforcement, and inefficient enforcement for the purpose of local agencies’ interest |
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| Keywords: | Elementary and Secondary Education Act (ESEA) Title disadvantaged students enforcement |
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