Perspectives.

• Autores: Heidi Byrnes, Marcia Harmon Rosenbusch, Margaret Bussone, Donald Freeman, Kathryn Riley, Eileen W. Glisan, Lisa Cox, Christine Brown
• Localización: Modern language journal, ISSN 0026-7902, Vol. 89, Nº 2, 2005, págs. 248-282
• Idioma: inglés
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• Resumen

  • This article focuses on the criticism of the U.S. No Child Left Behind (NCLB) Act, which became law in 2002. Part of the interest in the legislation can be gauged by the fact that Jack Jennings and Nancy Kober, both of the nonprofit Center on Education Policy, which is conducting a long-term study of the NCLB Act, judge it to demand more of states and school districts than any previous federal education law. In addition to being such a presence for the policy and education community, the legislation has also received considerable media attention. By and large, media coverage has been critical of numerous aspects of the mandates associated with the NCLB Act as well as its implementation in schools, in school districts, and at the state and national level. Strong criticism tends to prevail even when the legislation's intentions to raise the standards of public education in the United States are acknowledged. Thus, on the one hand the previous Secretary of Education, Rod Paige, who spearheaded much of this central domestic agenda in President George W. Bush's first administration, characterizes the legislation as ensuring that no child is ignored or excluded or disrespected, no matter where the child lives, adding that, justice requires that every school teach every child in the U.S. and in the world.