The Challenges of No Child Left Behind

Irons and Harris make it perfectly clear: hovering around the status quo is no longer an option for educators. Some level of accountability has always been with us, but now under the NCLB legislation, choice enters the picture. If high standards of student achievement and frequent accountability measures are not met head on, choice provides alternatives for parents and students. Say what you want about the pressures NCLB has placed on education leaders. As poignantly stated in their conclusion, Ironsand Harris align with Oliver Wendell Holmes: 'The issue is not where we stand, but the direction we are moving.' The status quo carries an anchor?innovation and reform utilize the wind?sometimes with the wind, sometimes against it. This book must reach every principal preparation program in the country.. -- Theodore Creighton, professor, Virginia Tech and former executive director of the National Council of Professors of Educational Administration (NCPE
This book provides readers with a clear synopsis of the No Child Left Behind Act. Each chapter deals with specific requirements of the law and then outlines how school districts and states are implementing the provisions. A valuable portion of the book's content is the available Internet-based resources to assist districts and states with implementing the law. -- Gerald N. Tirozzi, executive director, National Association of Secondary School Principals
This slim volume provides the reader with a clear, concise summary of the details of the No Child Left Behind (NCLB) Act. The authors take a narrative rather than a judgmental approach to the subject. They provide some historical perspective for the past 30 years of school reform including the Reading First initiative, Head Start, and school readiness. * CHOICE *
The strength of this book is its scope. It provides a convenient resource of information about a wide variety of programs and practices....This book serves as an excellent compass capable of steering educators in the proper direction. * Teachers College Record *
Each chapter is short and written in a style that is easy to read and understand, especially for those without a background in education....This is a good book....It would be an asset to a graduate program in educational leadership that would include courses for future principals and school district administrators. -- Susan Catapano * PsycCRITIQUES, April 2008 *
This book provides, in clear and readable language, a concise summary of the landmark No Child Left Behind Act and outlines how that legislation has impacted public education at all levels. Each chapter in the book explains the requirements of the law including historical context, and then outlines what school districts and states across the country have already done to meet its goals. Finally, the chapters provide clear summaries, reflection questions, and valuable reference citations including website addresses. From concerns about equitable public school financing and the emergence of charter schools and vouchers to teacher preparation and supplemental services school districts may provide, the book gives teachers, administrators, and educational researchers the information they will need to understand the law and address its requirements. This is a useful reference tool as well as a resource for those involved in day-to-day classroom and district management. -- David Ritchey, executive director, Association of Teacher Educators
Irons and Harris make it perfectly clear: hovering around the status quo is no longer an option for educators. Some level of accountability has always been with us, but now under the NCLB legislation, choice enters the picture. If high standards of student achievement and frequent accountability measures are not met head on, choice provides alternatives for parents and students. Say what you want about the pressures NCLB has placed on education leaders. As poignantly stated in their conclusion, Irons and Harris align with Oliver Wendell Holmes: 'The issue is not where we stand, but the direction we are moving.' The status quo carries an anchor—innovation and reform utilize the wind—sometimes with the wind, sometimes against it. This book must reach every principal preparation program in the country. -- Theodore Creighton, professor, Virginia Tech and former executive director of the National Council of Professors of Educational Administration (NCPE
The book's format would make it useful for students in an educational leadership class. Each of the nine chapters begins with a quote relating to the theme of change and ends with reflection questions and web resources. The book also would be helpful to novice school board members who need to familiarize themselves with NCLB. * School Administrator, September 2008 *