ERIC Number: EJ1015466
Record Type: Journal
Publication Date: 2013-May
Abstractor: As Provided
Reform before NCLB
Desimone, Laura M.
Phi Delta Kappan, v94 n8 p59-61 May 2013
The author compared NCLB-prompted standards-based reforms with earlier reforms and found that earlier manifestations of standards-based reforms may have been more productive and constructive. NCLB, with its emphasis on accountability through high-stakes testing, has produced many perverse results alongside documented achievement gains, the author said. She reasons that the earlier attempts at standards-based reform and accountability were more closely aligned with the theoretical vision of standards-based reform than later manifestations codified under NCLB, which has moved us away from school and teacher discretion, and placed less emphasis on the need for teacher buy-in. Instead, rewards and sanctions have become the primary mechanism for fostering change.
Descriptors: Educational Change, Federal Legislation, Educational Legislation, Academic Standards, Comparative Analysis, Accountability, High Stakes Tests, Achievement Gains, Academic Achievement, Change Strategies, Interviews, Teacher Attitudes, Administrator Attitudes, Grade 4, Grade 7, Mathematics Teachers, Teaching Methods, State Standards
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Grade 7
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001; Race to the Top
Grant or Contract Numbers: N/A