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ERIC Number: EJ1058358
Record Type: Journal
Publication Date: 2015-Mar-22
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISSN: EISSN-1099-839X
Contradictory Reforms: When NCLB Undermines Charter School Innovation
Martin, Peter Clyde
Current Issues in Education, v18 n1 Mar 2015
The article discusses how instead of being parts of a concerted educational reform effort, No Child Left Behind (NCLB) and the development of charter schools are in fact contradictory initiatives. Basing itself on a theoretical framework that brings together issues inherent to outcome-based school reform and arguments supporting and criticizing both NCLB and charter schools, the article examines the case of a specific charter school whose program was significantly altered due to pressures imposed by NCLB. School reports, plans, programmatic descriptions, and other documents are reviewed to examine how the school responded over a three-year period to low test scores that may or may not have been a reflection of instructional quality and how NCLB requirements eventually led it to move far away from its original reform-minded mission. Implications regarding how NCLB can undermine the innovative possibilities of charter schools are discussed, along with more general entailments regarding wider public school reform efforts.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: District of Columbia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001