Contradictory Reforms: When NCLB Undermines Charter School Innovation

Autor/in	Martin, Peter Clyde
Titel	Contradictory Reforms: When NCLB Undermines Charter School Innovation
Quelle	In: Current Issues in Education, 18 (2015) 1, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	Educational Legislation; Federal Legislation; Educational Change; Charter Schools; Documentation; Content Analysis; Scores; Academic Achievement; Educational Quality; Academic Standards; Public Schools; Educational Innovation; High Stakes Tests; Bilingual Education; Middle Schools; Low Achievement; Spanish; Immersion Programs; English; Program Effectiveness; District of Columbia + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsreform; Charter school; Charter-Schule; Dokumentation; Inhaltsanalyse; Schulleistung; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Instructional innovation; Bildungsinnovation; Bilingual teaching; Bilingualer Unterricht; Middle school; Mittelschule; Mittelstufenschule; Unterdurchschnittliche Leistung; Spanisch; Immersionsprogramm; English language; Englisch
Abstract	The article discusses how instead of being parts of a concerted educational reform effort, No Child Left Behind (NCLB) and the development of charter schools are in fact contradictory initiatives. Basing itself on a theoretical framework that brings together issues inherent to outcome-based school reform and arguments supporting and criticizing both NCLB and charter schools, the article examines the case of a specific charter school whose program was significantly altered due to pressures imposed by NCLB. School reports, plans, programmatic descriptions, and other documents are reviewed to examine how the school responded over a three-year period to low test scores that may or may not have been a reflection of instructional quality and how NCLB requirements eventually led it to move far away from its original reform-minded mission. Implications regarding how NCLB can undermine the innovative possibilities of charter schools are discussed, along with more general entailments regarding wider public school reform efforts. (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01