ERIC Number: EJ772249
Record Type: Journal
Publication Date: 2007
Reference Count: N/A
Making Sense in Education: Pretense (Including No Child Left Behind) and Realities in Rhetoric and Policy about Schools and Schooling
Kauffman, James M.; Konold, Timothy R.
Exceptionality, v15 n2 p75-96 2007
One wrong assumption about reality is sufficient to ensure the failure of education policy. For a variety of reasons, too many people have ignored realities in policies such as the No Child Left Behind Act. Individuals who are serious about reforming or improving education, general or special, must confront realities in at least the following areas: measurement, statistical distributions, measurement error, labels, special services, teacher responsibilities, and teacher training. Enacting or supporting education policy that is known to be seriously flawed is unacceptable and tantamount to the criminal conduct of someone who markets goods with known safety defects or harmful effects or of someone who ignores critical realities in the conduct of business.
Descriptors: Federal Legislation, Educational Policy, Educational Change, Opinions, Outcomes of Education, Teacher Responsibility, Teacher Education, Educational Improvement
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001