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Brown, Christopher P.; Englehardt, Joanna; Ku, Da Hei; Barry, David P. – Elementary School Journal, 2019
Over the last 2 decades, policymakers' standards-based accountability reforms in the United States, such as the No Child Left Behind Act, have fundamentally changed public schooling in general and kindergarten specifically. As this has occurred, little is known about how families make sense of these changes in schooling. By sharing findings from a…
Descriptors: Kindergarten, Family Attitudes, Educational Change, Accountability
Polikoff, Morgan S. – Elementary School Journal, 2012
International comparisons have highlighted that the U.S. mathematics curriculum, both in terms of curriculum influences (e.g., textbooks, standards) and actual instruction, is broad and shallow. Standards-based reform is explicitly designed to improve coherence and reduce redundancy across grades. This article evaluates the redundancy of…
Descriptors: State Standards, Mathematics Curriculum, Redundancy, Mathematics Instruction
Good, Thomas L. – Elementary School Journal, 2011
This article reflects on my 28-year tenure editing "The Elementary School Journal" ("ESJ"). During my tenure as editor, the educational system was in constant reform, from a Nation at Risk to No Child Left Behind. Considerable evidence suggests that these various reforms, which consumed vast resources, were not successful in…
Descriptors: Evidence, School Restructuring, Federal Legislation, Standardized Tests
Phillips, Kristie J. R. – Elementary School Journal, 2010
Policymakers and researchers continue to search for ways to improve K-12 education, which has led to an increased focus on teacher quality as an impetus for educational improvement. As such, current legislation under No Child Left Behind (NCLB) calls for highly qualified teachers in every classroom. But are the characteristics associated with…
Descriptors: Teacher Effectiveness, Reading Achievement, Educational Improvement, Achievement Gains
Lee, Okhee; Buxton, Cory – Elementary School Journal, 2008
We address issues of science curriculum for nonmainstream students--students of color, students learning English as a new language, and students from low-income families--who are often concentrated in urban schools. First, we describe a theoretical framework for equitable learning opportunities with nonmainstream students. Building on this…
Descriptors: Curriculum Development, Urban Schools, Research and Development, Curriculum Design
Henfield, Malik S.; Owens, Delila; Moore, James L., III – Elementary School Journal, 2008
Too often, African American elementary school students, including the gifted, disengage academically and underachieve in public schools. Increased research on the underachievement and low achievement of African American students in gifted education programs has suggested that an array of educational, personal/social, and familial factors (e.g.,…
Descriptors: Elementary School Students, African American Students, Academically Gifted, Underachievement
Parke, Carol S.; Lane, Suzanne – Elementary School Journal, 2007
The purpose of the study reported in this article was to provide empirical evidence of students' views about a state performance assessment and its effects in science and social studies classrooms in Maryland. We developed 2 student questionnaires, 1 for each subject, and administered them to a statewide, stratified random sample of students in…
Descriptors: Program Effectiveness, Federal Legislation, Grade 4, Questionnaires
Marx, Ronald W.; Harris, Christopher J. – Elementary School Journal, 2006
This article examines the opportunities, challenges, and risks that No Child Left Behind (NCLB) poses for science education in elementary and middle schools. Four areas of science education--standards, instruction, teachers, and curriculum--are discussed in the present context of NCLB accountability. Attention is given to how the current policy…
Descriptors: Federal Legislation, Middle Schools, Risk, Science Education
McCaslin, Mary – Elementary School Journal, 2006
This article traces the conception of "the problem with the public school" as represented in 3 reform documents: "A Nation at Risk" (1983), the "National Education Summit Policy Statement" (1996), and the No Child Left Behind Act of 2001 (NCLB). I examine the problem definitions and solutions manifested in each reform…
Descriptors: Federal Legislation, Learning Motivation, School Restructuring, Student Motivation
Camilli, Gregory; Wolfe, Paula M.; Smith, Mary Lee – Elementary School Journal, 2006
In this article we briefly examine the meta-analysis of systematic phonics instruction published in "Teaching Children to Read," the influential 2000 report by the National Reading Panel. A brief review of this study, and the ensuing reanalysis by Camilli, Vargas, and Yurecko, is given. Following this, we report new analyses that…
Descriptors: Federal Legislation, Reading Instruction, Phonics, Educational Policy