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ERIC Number: ED536257
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 20
Abstractor: ERIC
Left out of No Child Left Behind: Teach for America's Outsized Influence on Alternative Certification
Russo, Alexander
American Enterprise Institute for Public Policy Research
One of the intriguing developments of the past couple years has been the emergence of a new school of reform advocacy groups committed to driving policy change. This is a healthy development, as such policy changes are essential to rethinking and redesigning American schooling for the challenges and opportunities of a new era. For decades, would-be education reformers have struggled with the vagaries of the policy process. Those involved in today's efforts can, and should, learn from these precursors. One of the best-known and most relevant of those is Teach for America (TFA), which endured a trial by fire as it found its way into the policy sphere. In this paper, the author explains how TFA edged into the policy debates and was nearly undone by its reluctance on that front. He connects TFA's increasing presence on Capitol Hill with the debates and ultimate passage of No Child Left Behind (NCLB) in the early 2000s. He argues that it was primarily luck that TFA was able to escape the NCLB process unscathed. After that scare, TFA recognized that it would do well to engage policymakers more systematically and aggressively so it could pursue federal funding, expand to new locales, and retain flexibility around teacher certification. (Contains 29 notes.)
American Enterprise Institute for Public Policy Research. 1150 Seventeenth Street NW, Washington, DC 20036. Tel: 202-862-5800; Fax: 202-862-7177; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Enterprise Institute for Public Policy Research
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001