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NCLB at the Crossroads: Reexamining the Federal Effort to Close the Achievement Gap Hardcover – April 11, 2009

ISBN-13: 978-0807749449 ISBN-10: 0807749443 Edition: 0th

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NCLB at the Crossroads: Reexamining the Federal Effort to Close the Achievement Gap + To Educate a Nation: Federal and National Strategies of School Reform (Studies in Government and Public Policy) + Politics, Ideology & Education: Federal Policy During the Clinton and Bush Administrations
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Product Details

  • Hardcover: 312 pages
  • Publisher: Teachers College Press (April 11, 2009)
  • Language: English
  • ISBN-10: 0807749443
  • ISBN-13: 978-0807749449
  • Product Dimensions: 9 x 6.4 x 1 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon Best Sellers Rank: #1,375,756 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

Michael Rebell is executive director and Jessica Wolff is policy director for the Campaign for Educational Equity at Teachers College, Columbia University.


Contributors: Amy Stuart Wells, Michael T. Nettles, Catherine M. Millett, Hyeyoung Oh, Eugene E. Garcia, Margaret J. McLaughlin, Meredith Miceli, Amanda Hoffman, Richard Rothstein, Rebecca Jacobsen, Tamara Wilder, Robert Linn, Robert Schwartz, Susanna Loeb, Luke Miller, Richard Elmore

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3 of 3 people found the following review helpful By William L. Brown VINE VOICE on April 11, 2010
Format: Hardcover
This important book was edited by Michael Rebell and Jessica Wolff. Rebell is Adjunct Associate Professor of Law and Education at Teachers College, Columbia University. With a B.A. from Harvard and an LL.B. from Yale, he has specialized in issues relating to: equity in education, the role of the courts in institutional reform litigation, and social reform. Wolff is the policy director of the Campaign for Educational Equity at Teachers College, Columbia University, and conducts research in educational accountability.

The back cover of this volume includes praise from Arne Duncan (the U.S. Secretary of Education), Gary Orfield (co-director of the Civil Rights Project at UCLA), and Susan B. Neuman (who has served as Assistant Secretary for Elementary and Secondary Education at the U.S. Department of Education). The authors who contributed include such respected scholars as Robert L. Linn and Richard F. Elmore. Clearly, the thoughts expressed deserve the attention of everyone who is interested in (and concerned about) the state of education in America today.

Perhaps the most widespread criticism of NCLB is the concept of "Proficiency for All" included in the legislation. This concept is rightly labeled an oxymoron in a chapter written by Richard Rothstein (Teachers College, Columbia), Rebecca Jacobsen (Michigan State University) and Tamara Wilder (University of Michigan). The authors state, "NCLB's requirement that all students be proficient in math and reading at the same `challenging' standards ignores the reality that, even under the best circumstances and in the best schools, children's abilities vary widely." They cite a statement made by former Commissioner of Education Harold Howe wherein he notes that "...
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NCLB at the Crossroads: Reexamining the Federal Effort to Close the Achievement Gap
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