Description
Book SynopsisIn this work, Jesse H. Rhodes shows how the No Child Left Behind Act of 2002 and its prescriptive policies arose out of the dynamic of decentralized authority established in the American federal system.
Trade ReviewFrom its inception as a U.S. institution, public school education has often been troubled by issues of unevenness from location to location across the country, with everyone from local government officials to venture capitalists weighing in on what students need to learn to keep the United States competitive. Synthesizing history, anecdotal evidence, and theory, Rhodes explains the complex and often frictional interactions among business and civil rights leaders, politicians, and other interest groups seeking to influence education policy. Recommended for students of education and political science and for anyone interested in understanding or influencing education legislation.
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Table of ContentsIntroduction: Explaining the Development of American Education Policymaking1. The Structure of American Education Policy before 19802. A New Direction in American Education Policy, 1980–19883. Federal School Reform Builds Momentum, 1989–19924. A New Federal Role Is Born, 1993–19945. The Road to No Child Left Behind, 1995–20026. "Yes We Can" Improve America's Schools? From No Child Left Behind to President Obama's Education Initiatives, 2003–2011Conclusion: Institutionally Bounded Entrepreneurship and the Future of American Education PolicymakingList of Abbreviations
Notes
Index
