ERIC Number: EJ889469
Record Type: Journal
Publication Date: 2005-Apr
Reference Count: 10
Attainable Goals? The Spirit and Letter of the No Child Left Behind Act on Parental Involvement
Epstein, Joyce L.
Sociology of Education, v78 n2 p179-182 Apr 2005
Now in its third full school year of implementation, the No Child Left Behind Act (NCLB) has been drawing praise and blame. It has been praised for its goals of increasing all students' learning, requiring disaggregated data to monitor the progress of major subgroups of students, and having high-quality teachers in all schools. It has been criticized for overemphasizing the importance of standardized achievement tests, setting unrealistic time lines for clearly unreachable goals, and underfunding its requirements. Although most attention has been paid to NCLB's requirements for annual achievement tests and high-quality teachers, the law also includes important requirements for schools, districts, and states to organize programs of parental involvement and to communicate with parents and the public about students' achievement and the quality of schools. In this article, the author offers her perspectives on NCLB's requirements for family involvement; provides a few examples from the field; suggests modifications that are needed in the law; and encourages sociologists of education to take new directions in research on school, family, and community partnerships.
Descriptors: Federal Legislation, Parent Participation, Family Involvement, Academic Achievement, Achievement Tests, Parent School Relationship, Standardized Tests, Educational Quality, Educational Sociology, Family School Relationship, School Community Relationship, Educational Objectives
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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