This monumental collection presents the first-ever sociological
analysis of the No Child Left Behind Act and its effects on
children, teachers, parents, and schools. More importantly, these
leading sociologists consider whether NLCB can or will accomplish
its major goal: to eliminate the achievement gap by 2014. Based on
theoretical and empirical research, the essays examine the history
of federal educational policy and place NCLB in a larger
sociological and historical context. Taking up a number of policy
areas affected by the law-including accountability and assessment,
curriculum and instruction, teacher quality, parental involvement,
school choice and urban education-this book examines the effects of
NCLB on different groups of students and schools and the ways in
which school organization and structure affect achievement. No
Child Left Behind concludes with a discussion of the important
contributions of sociological research and sociological analysis
integral to understanding the limits and possibilities of the law
to reduce the achievement gap.
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