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A timely study on the implementation of NCLB in 6 states during the initial phase of the reform The authors policy recommendations will be particularly useful tpolicy makers and practitioners in designing more effective strategies timprove schooling quality for the least advantaged children This book will be widely adopted in graduate courses in educational policy and intergovernmental relations - Kenneth Wong, Professor, Peabody College, Vanderbilt University, Nashville, TN The well documented and thorough approach tcollecting the data is a major strength The material fit with my experiences as a practicing principal…This book can serve as a catalyst for quality conversation that is sdrastically needed about how tmake NCLB dwhat it is intended td– ensure that every child is successful! - Bonnie Tryon, Principal, Golding Elementary School, Cobleskill, NY, Member, 2002-2003 NAESP Board of Directors This is an important, topical book that provides a deep look at fundamental issues in the design and implementation of NChild Left Behind - Richard F Elmore, Gregory Anrig Professor of Educational Leadership, Harvard Graduate School of Education The NChild Left Behind Act (NCLB) has direct implications for what happens educationally in the classroom Based on in-depth data from Arizona, California, Georgia, Illinois, New York and Virginia and 11 school districts within these states, authors from the acclaimed Harvard Civil Rights Project illuminate for educators the issues raised by NCLB and what the law means for local districts and schools This is an essential resource for every educational leader interested in understanding the implications of NCLB in the classroom, participating in the dialogue, communicating issues tschool communities, and discerning levels of accountability, progress, and standards
