ERIC Number: EJ820455
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: N/A
The Expansion of Federal Power and the Politics of Implementing the No Child Left Behind Act
Sunderman, Gail L.; Kim, James S.
Teachers College Record, v109 n5 p1057-1085 2007
The federal No Child Left Behind Act of 2001 (NCLB) expanded the federal role in American education, and by doing so altered the distribution of power among the federal government, states, and local districts. When the law was enacted, it was unclear how this change in the distribution of power would play itself out. This study examines the developing set of relationships between federal, state, and local officials under the new law and the factors that have contributed to a growing conflict over implementation. To fully understand the implications of NCLB requires examining these interactions as well as understanding the substantive educational issues it raises. We identify three factors that contributed to the growing dissatisfaction with the law, namely, the Bush administration's approach to federalism, the states' limited capacity to meet the new requirements, and the fiscal constraints facing state governments. We argue that these factors have contributed to the conflict with federal officials, eroded state commitment to the law, and complicated implementation efforts.
Descriptors: Government Role, Federal Government, Politics of Education, Federal Regulation, Program Implementation, Federal State Relationship, Educational Policy, Policy Analysis, Educational Legislation, Conflict, Role Perception, Performance Factors, Administrative Organization
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: email@example.com; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED551320