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"Follow the science." How often have you picked up an education
book to read how, according to the authors, the system is broken,
failing, and flailing-but their ideas for fixing it will bring
about a miraculous transformation? That's not the approach of this
volume. Sure, the editors believe that our system of education
could achieve significantly better results. But they also recognize
that schools have gotten better over time. One explanation is the
progress schools have made in "following the science". Especially
in early reading and math instruction, scholars know more now about
what works than we did in the past, and more schools are putting
that knowledge into practice. Now, in the wake of a horrific
pandemic, even the best elementary schools are struggling to help
their students get their momentum back again. In this book, the
editors share high-quality syntheses of evidence and insights from
leading educators, academics, and other experts. And they
communicate those findings in user-friendly language, with an
understanding of the real-world complexities of schools and
classrooms.
This book seeks answers to a fundamental question, perhaps one of
the most important questions in America today: How can we help
children born into poverty transcend their disadvantages and enter
the middle class as adults? And in particular, what role can our
schools play? There's little doubt that education and opportunity
are tightly joined in the twenty-first-century economy. Almost
every week brings a new study demonstrating that highly skilled
workers are being rewarded with stronger pay and excellent working
conditions, while Americans with few skills are struggling
mightily. Expanding educational achievement, then, appears to be a
clear route to expanding economic opportunity. Yet much of our
public discourse ends there. Of course more young Americans need
better education in order to succeed. But what kind of education?
Is the goal "college for all"? What do we mean by "college"? Do our
young people mostly need a strong foundation in academics? What
about so-called "non-cognitive" skills? Should technical education
make a comeback? Education for Upward Mobility provides fresh
perspectives and concrete ideas for policymakers at every level of
government; for leaders and policy analysts in education reform
organizations in the states and in Washington; for philanthropists
and membership associations; and for local superintendents and
school board members. It combines the latest research evidence on
relevant topics with in-depth explorations of promising practices
on the ground, in real places, achieving real successes.
This book seeks answers to a fundamental question, perhaps one of
the most important questions in America today: How can we help
children born into poverty transcend their disadvantages and enter
the middle class as adults? And in particular, what role can our
schools play? There's little doubt that education and opportunity
are tightly joined in the twenty-first-century economy. Almost
every week brings a new study demonstrating that highly skilled
workers are being rewarded with stronger pay and excellent working
conditions, while Americans with few skills are struggling
mightily. Expanding educational achievement, then, appears to be a
clear route to expanding economic opportunity. Yet much of our
public discourse ends there. Of course more young Americans need
better education in order to succeed. But what kind of education?
Is the goal "college for all"? What do we mean by "college"? Do our
young people mostly need a strong foundation in academics? What
about so-called "non-cognitive" skills? Should technical education
make a comeback? Education for Upward Mobility provides fresh
perspectives and concrete ideas for policymakers at every level of
government; for leaders and policy analysts in education reform
organizations in the states and in Washington; for philanthropists
and membership associations; and for local superintendents and
school board members. It combines the latest research evidence on
relevant topics with in-depth explorations of promising practices
on the ground, in real places, achieving real successes.
No Child Left Behind (NCLB) is the single most influential piece of
federal education legislation in American history, and Hess and
Petrilli provide a concise yet comprehensive look at this important
and controversial act. Signed into law in 2002, NCLB seeks to
ensure that all American students are proficient in math, reading,
and science by 2014. Trumping two centuries of state primacy in
K-12 education, it set standards for measuring student performance,
ensuring the quality of teachers, and providing options for
students in ineffective schools. The authors trace the heritage of
these new policies, explain how they work, and examine the
challenges of their implementation.
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