NCLB: Achievement Robin Hood?

Autor/in	Bracey, Gerald W.
Titel	NCLB: Achievement Robin Hood?
Quelle	In: Principal Leadership, 9 (2008) 3, S.47-49 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Gifted; Federal Legislation; Talent; Academic Achievement; National Competency Tests; Grade 4; Reading Achievement; Mathematics Achievement; African American Students; White Students; Academically Gifted; Scores; Intelligence Quotient + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Bundesrecht; Begabung; Hochbegabung; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Intelligenzquotient
Abstract	In his "Wall Street Journal" op-ed on the 25th of anniversary of "A Nation At Risk", former assistant secretary of education Chester E. Finn Jr. applauded the report for turning U.S. education away from equality and toward achievement. It was not surprising, then, that in mid-2008, Finn arranged a conference to examine the potential "Robin Hood effects" of the No Child Left Behind Act (NCLB). The question being, Has NCLB's focus on getting everyone up to "proficient" and closing the achievement gap caused the neglect of gifted and talented students? This article discusses what the National Assessment of Educational Progress (NAEP) revealed about NCLB. Loveless, a researcher at the Brookings Institute, took this tack and looked at trends for fourth graders who scored at the 10th and 90th percentiles in reading and math. Although the timelines of NAEP tests and NCLB make interpretation problematic, Loveless's study indicates that there is no discernible Robin Hood effect from NCLB. In another study, Reardon examines what happens to high achievers of different groups as they move through their school careers. Reardon's study indicates that for whatever reasons, high-achieving Black students lose ground to Whites faster than their average or low achieving peers. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10