Considering alternatives for federal education policy in the united states: A critical perspective on no child left behind

Jacqueline Edmondson, Alexandra D'Urso

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

The pending reauthorization of No Child Left Behind (NCLB) Act, the George W. Bush administration's iteration of the Elementary and Secondary Education Act, provides an important opportunity to consider what federal education policy could be in the United States. In this paper, we explain how the rationalization of education, particularly of reading instruction, has led to the failure of NCLB, even on its own terms. Our analysis critiques the underlying assumptions of this policy and proposes different possibilities for education policy, particularly the potential for policy to: (1) provide possibilities for all citizens to engage in democratic life, (2) provide access to information, and (3) to embrace the complexities of learning and literacy.

Original languageEnglish (US)
Pages (from-to)79-91
Number of pages13
JournalCritical Studies in Education
Volume50
Issue number1
DOIs
StatePublished - 2009

All Science Journal Classification (ASJC) codes

  • Education

Fingerprint Dive into the research topics of 'Considering alternatives for federal education policy in the united states: A critical perspective on no child left behind'. Together they form a unique fingerprint.

Cite this