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No Child Left Behind and the Illusion of Reform highlights the
scholarship of eight doctoral students in curriculum and their
professor, who took on the legal, political, philosophical, social,
cultural, economic, and curricular assumptions of the No Child Left
Behind Act (NCLB). This book, the manifestation of their work, is a
critical examination of the impact of the NCLB on the lives of
children, families, and teachers; and the elusive, but powerful,
dynamic found between the rhetorical machinations of the law and
the ideological touchstones that dominate the American political
terrain. This book openly challenges the law with arguments founded
on solid research, scholarship, and data. No Child Left Behind and
the Illusion of Reform argues that this law is not only a bad idea
for children, but also for teachers, parents, schools, and
communities because it undermines good teaching through an
over-emphasis on testing and measurement. NCLB also pits schools
against each other in a competition for limited resources. The book
argues that the law sets impossible goals, which further and
unnecessarily defeat and deflate the institution of public
education.
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