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Like medical practitioners, educators share the moral obligation to
"first, do no harm." But as this provocative volume shows,
education policies do not always live up to this ideal, especially
policies intended to help our most vulnerable students. When School
Policies Backfire draws our attention to education policies
designed to help disadvantaged students that instead had the
perverse effect of harming them by exacerbating the very problems
they were intended to solve. The rigorous case studies that make up
the book are contributed by a diverse group of scholars with
different methodological approaches. The cases address important
areas of education reform, from literacy and technology programs to
school closings, school choice, and accountability policies. Each
case shows how and why a particular program backfired. Taken
together, they present a wide-ranging critique of the kinds of
policies that compose the cornerstones of current education reform
efforts. Many books have examined policies that fall short of
achieving their goals, or that result in unintended consequences.
But few have documented the effects of policies whose failures have
been so spectacular. When School Policies Backfire is a sobering
reminder of the responsibility that policy makers and researchers
bear for the well-being of our most vulnerable students.
Like medical practitioners, educators share the moral obligation to
"first, do no harm." But as this provocative volume shows,
education policies do not always live up to this ideal, especially
policies intended to help our most vulnerable students. When School
Policies Backfire draws our attention to education policies
designed to help disadvantaged students that instead had the
perverse effect of harming them by exacerbating the very problems
they were intended to solve. The rigorous case studies that make up
the book are contributed by a diverse group of scholars with
different methodological approaches. The cases address important
areas of education reform, from literacy and technology programs to
school closings, school choice, and accountability policies. Each
case shows how and why a particular program backfired. Taken
together, they present a wide-ranging critique of the kinds of
policies that compose the cornerstones of current education reform
efforts. Many books have examined policies that fall short of
achieving their goals, or that result in unintended consequences.
But few have documented the effects of policies whose failures have
been so spectacular. When School Policies Backfire is a sobering
reminder of the responsibility that policy makers and researchers
bear for the well-being of our most vulnerable students.
In Absent from School, Gottfried and Hutt offer a comprehensive and
timely resource for educators and policy makers seeking to
understand the scope, impact, and causes of chronic student
absenteeism. The editors present a series of studies by leading
researchers from a variety of disciplines that address which
students are missing school and why, what roles schools themselves
play in contributing to or offsetting patterns of absenteeism, and
ways to assess student attendance for purposes of school
accountability. The contributors examine school-based initiatives
that focus on a range of issues, including transportation, student
health, discipline policies, and protections for immigrant
students, as well as interventions intended to improve student
attendance. Only in the past two or three years has chronic
absenteeism become the focus of attention among policy makers,
civil rights advocates, and educators. Absent from School provides
the first critical, systematic look at research that can inform and
guide those who are working to ensure that every child is in school
and learning every day.
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