Student achievement : a rising tide of mediocrity?
The case for federal policy to raise education standards
Education policy and politics before 1983
The politics of goals 2000
Title I and voluntary national tests
The No Child Left Behind Act
Improving federal standards policy.
Title page; copyright page; Dedication; Contents; Tables and Figures; Figure 1.1 ACT Scores, 1967-2002; Table 1.1 ACT Composite Scores by Race/Ethnicity, 2003; Figure 1.2 SAT Math Scores, 1967-2002; Figure 1.3 SAT Verbal Scores, 1967-2002; Figure 1.4 SAT Total Scores, 1967-2002; Table 1.2 SAT Composite Scores by Race/Ethnicity, 2002; Figure 1.5 NAEP Reading Scores, 1971-1999; Figure 1.6 NAEP Mathematics Scores, 1973-1999; Figure 1.7 NAEP Science Scores, 1971-1999; Table 1.3 NAEP Reading Proficiency, 2002; Table 1.4 NAEP Mathematics Proficiency, 2000; Table 1.5 NAEP Science Proficiency, 2000.
Table 1.6 NAEP Civics Proficiency, 1998Table 1.7 NAEP US History Proficiency, 2001; Table 1.8 NAEP Geography Proficiency, 2001; Table 1.9 NAEP Writing Proficiency, 1998; Table 1.10 TIMSS Average Science and Mathematics Scores, General Knowledge Performance, Grade 12, Select Countries, 1995; Table 1.11 TIMSS-R Average Science and Mathematics Achievement Scores of Eighth-Grade Students, by Nation, 1999; Table 1.12 TIMSS Average Science Scores and Student Ages, 1995; Table 1.13 TIMSS Average Mathematics Scores and Student Ages, 1995.
Table 2.1 Voting in the November 2000 Presidential or Congressional ElectionsFigure 2.1 Eleventh-Grade Geometry and Measurement Standard for Kentucky; Figure 2.2 A Standards-Based Feedback System; Table 2.2 Students Meeting State Standards vs. NAEP Standards; Figure 4.1 Goals 2000 Educational Goals; Figure 4.2 Goals 2000 Prohibition of Federal Control; Figure 5.1 Title I State Accountability System Requirements; Table 6.1 Title I Grants to Local Education Agencies, 2001-2007 (billions); Figure 6.1 Prohibitions on Federal Control over State Standardsand Curricula; Acknowledgments.
IntroductionThe Structure of the Study; Methodology; Notes; ch1-Student Achievement: A Rising Tide of Mediocrity?; Student Achievement: Test Scores; Crisis, What Crisis?; Conclusion; Notes; ch2-The Case for Federal Policy to Raise Education Standards; Why Low Achievement Is a Policy Issue; How Higher Standards Can Raise Achievement; The Critics of Standards; States' Failure to Establish High Standards; Conclusion; Notes; ch3-Education Policy and Politics Before 1993; The Making of an Education Crisis; The New Federal Politics of Education and America 2000; Conclusion; Notes.
Ch4-The Politics of Goals 2000The First 100 Days; Navigating Politics Left and Right; Congress Responds; The Effect of Politics on Goals 2000; Conclusion; Notes; ch5-Title I and Voluntary National Tests; The Politics of Reforming Chapter 1; The Effects of Politics on IASA's Revisions of Chapter 1; Raising Standards Through Voluntary National Tests; Conclusion; Notes; ch6-The No Child Left Behind Act; The New Consensus: A Larger, Limited Federal Role; The No Child Left Behind Act; Conclusion; Notes; ch7-Improving Federal Standards Policy; No Child Left Behind and Standards; Incremental Reforms.
