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Showing all 13 results Save | Export
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Collins, Kathleen M.; Green, Preston C., III; Nelson, Steven L.; Madahar, Santosh – Equity & Excellence in Education, 2015
This article takes up the question of equity, access, and cyber charter schools from the perspective of disability studies in education (DSE). DSE positions inclusion and educational access as social justice concerns. In doing so, we assert the importance of making visible the social justice implications of the current laws that impact cyber…
Descriptors: Charter Schools, Disabilities, Virtual Classrooms, Electronic Classrooms
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Crutchfield, Jandel – Equity & Excellence in Education, 2015
This article examines the intersection of race, socioeconomic status (SES), and charter type/admission practices in Louisiana charter schools. This study used publicly available Department of Education data to compile the sample of charter school demographic information. A one-way Multiple Analysis of Variance (MANOVA) was conducted using race and…
Descriptors: Charter Schools, Enrollment Trends, Socioeconomic Status, Race
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Cadiero-Kaplan, Karen; Rodriguez, James L. – Equity & Excellence in Education, 2008
As the number of English language learners (ELLs) continues to grow in California and throughout the country, there is a need to examine present policies that impact the preparation of teachers to meet the varying needs of this diverse student population. This article utilizes a framework of educational responsiveness to examine the definition and…
Descriptors: Equal Education, Lobbying, Educational Research, Federal Legislation
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Voithofer, Rick; Foley, Alan – Equity & Excellence in Education, 2007
This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding…
Descriptors: Federal Legislation, Grants, Discourse Analysis, Cultural Influences
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Bejoian, Lynne M.; Reid, D. Kim – Equity and Excellence in Education, 2005
Our educational system is undergoing great scrutiny. The success of our nation's schools and their students is under serious evaluation and interpretation. Currently, one of the most visible and pertinent "political products" impacting our schools and students is the federal legislation No Child Left Behind (2002). Specific concerns…
Descriptors: Federal Legislation, Disadvantaged, Attitudes toward Disabilities, Disabilities
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Haas, Eric; Wilson, Glen; Cobb, Casey; Rallis, Sharon – Equity and Excellence in Education, 2005
Applying microeconomic theory to No Child Left Behind predicts that its use of significant consequences for schools that do not reach 100% proficiency on rigorous standardized tests by 2014 will likely prevent most, if not all schools, from providing a high-quality education for their students. The central problem is cost. Quality assurance models…
Descriptors: Federal Legislation, Standardized Tests, Quality Control, Educational Finance
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Jimerson, Lorna – Equity and Excellence in Education, 2005
No Child Left Behind (NCLB) has been proclaimed by some as a reform that will improve education for students from all backgrounds, in all locations. The main components of NCLB, however, are biased against students in small and rural schools. This bias, called "placism," discriminates against people based on where they live. This rural…
Descriptors: Federal Legislation, Educational Quality, Rural Areas, Sanctions
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Mickelson, Roslyn Arlin; Southworth, Stephanie – Equity and Excellence in Education, 2005
A key provision of No Child Left Behind is the opportunity for students to transfer from a low-performing school to a high-performing one. Drawing from a case study of school reform in Charlotte, North Carolina, this article examines the implementation and early outcomes of NCLB's voluntary transfer option for the Charlotte-Mecklenburg School…
Descriptors: Federal Legislation, Equal Education, School Restructuring, Educational Change
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Freeman, Eric – Equity and Excellence in Education, 2005
Race is the social expression of power and privilege, and new racial configurations take shape in conjuction with alterations in the political economy of American society. This article examines the relationship of educational policy to the emergence of a new conception of racism that has appeared in the post-civil rights era: colorblind racism.…
Descriptors: Federal Legislation, Race, Political Power, Civil Rights
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Furumoto, Rosa – Equity and Excellence in Education, 2005
A critical theoretical framework is used to analyze the No Child Left Behind (NCLB) federal legislation and its role in codifying and perpetuating educational practices and policies that contribute to growing campus militarism in urban schools serving low-income African American and Latino students. The author argues that NCLB Section 9528 is part…
Descriptors: Urban Youth, Federal Legislation, Educational Practices, Urban Schools
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Gerstl-Pepin, Cynthia I.; Woodside-Jiron, Haley – Equity and Excellence in Education, 2005
This article addresses one of the fundamental flaws of No Child Left Behind (NCLB): the disconnect it creates between the lived culture of schools and the inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses on promoting specific…
Descriptors: Phonemic Awareness, Federal Legislation, Student Needs, Scientific Research
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Welner, Kevin G.; Weitzman, Don Q. – Equity and Excellence in Education, 2005
The No Child Left Behind Act (NCLB) was put forward by President Bush to end what he called "the soft bigotry of low expectations." The Act passed Congress with broad bipartisan support, with many legislators agreeing to NCLB's testing regimen in exchange for White House promises of specific budget increases, embodied in the form of…
Descriptors: Federal Legislation, Social Discrimination, Court Litigation, Federal Aid
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Welner, Kevin G. – Equity and Excellence in Education, 2005
This article identifies two presuppositions underlying No Child Left Behind's (NCLB) system of adequate yearly progress. The first is that each state must bring 100% of its students up to proficiency on state tests by the 2013-14 school year. The second is that each student's test score must effectively be treated by the state as if his or her…
Descriptors: Federal Legislation, Educational Improvement, Scores, Civil Rights