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Acknowledgments | p. vii |
About the Editor | p. ix |
About the Contributors | p. xi |
Introduction: Rethinking the Challenge of NCLB | p. 1 |
NCLB and Accountability | |
The Pending Reauthorization of NCLB: An Opportunity to Rethink the Basic Strategy | p. 9 |
Toward a More Effective Definition of Adequate Yearly Progress | p. 27 |
Beyond Standardization in School Accountability | p. 43 |
Promises and Pitfalls: Implications of NCLB for Identifying, Assessing, and Educating English Language Learners | p. 57 |
Evidence on How NCLB Is Working | |
Two Takes on the Impact of NCLB on Academic Improvement: Tracking State Proficiency Trends Through NAEP Versus State Assessments | p. 75 |
Evidence on Education Under NCLB (and How Florida Boosted NAEP Scores and Reduced the Race Gap) | p. 91 |
State Capacity to Implement NCLB | |
Interstate Inequality and the Federal Role in School Finance | p. 103 |
Massive Responsibilities and Limited Resources: The State Response to NCLB | p. 121 |
Low-Performing Schools' Programs and State Capacity Requirements: Meeting the NCLB Educational Goals | p. 137 |
NCLB Impact on School Reform | |
Improving High Schools and the Role of NCLB | p. 153 |
NCLB and Continuous School Improvement | p. 173 |
NCLB and Reforming the Nation's Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential? | p. 191 |
Can NCLB Improve High School Graduation Rates? | p. 209 |
Conclusion: Accountability After Five Years | p. 223 |
References | p. 227 |
Index | p. 255 |
Table of Contents provided by Ingram. All Rights Reserved. |
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