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Passage and initial implementation of the supplemental educational services element of the No Child Left Behind Act: An historical inquiry study

机译：“不让一个孩子掉队法案”的补充教育服务要素的通过和初步实施：历史调查研究

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With reports alleging a sharp decline in student achievement in the last several years, there has been a call for higher standards in the United States education system. In response, with bipartisan support, politicians overwhelmingly passed the No Child Left Behind (NCLB) Act of 2001. NCLB, the most recent reauthorization of the Elementary and Secondary Education Act (ESEA), mandated increasing the educational performance of all children by focusing on accountability for student achievement, flexibility, higher academic standards, research-based reforms, parental choice, annual testing to measure student progress, analysis of the annual testing data, and sanctions for schools where students did not make adequate yearly progress (AYP) as defined by each state. One of the sanctions defined in the statute was the supplemental educational services (SES). Under SES, Title I schools that failed to make AYP for three or more years were required to pay for tutoring, remediation, or other academic interventions for low-income students. Supplemental services had to be held outside of the regular school day and could be provided by for-profit or nonprofit agencies. This was a historical inquiry study (Lancy, 1993) that utilized aspects of the case study (Yin, 1994). The study examined the events surrounding the enactment of the supplemental educational services element of the No Child Left Behind Act, including the players involved, their positions, factors shaping their perceptions, and the action-channels and rules of the game involved in the political action through the lens of Allison and Zelikowu27s (1999) governmental politics model (GPM). Additionally, the study examined the initial implementation stage of the law using Putney, Wink, and Perkinsu27 (2006) critical action research matrix application (CARMA). Various primary and secondary sources were examined and key players from various aspects of the policy process were interviewed. From these data, themes were identified. Several issues for further study were also identified including additional evaluation of the implementation of the law with an analysis of litigation stemming from the legislation. Implications for policymakers and school leaders were also reported.
机译：近年来有报道称学生成绩急剧下降，因此呼吁在美国的教育系统中提高标准。作为回应，在两党的支持下，政客以压倒性多数通过了2001年的“不让任何一个孩子落后”法案（NCLB）。NCLB是对《初等和中等教育法案》（ESEA）的最新重新授权，该法案要求通过集中精力提高所有儿童的教育表现对学生成绩的责任感，灵活性，更高的学业水平，基于研究的改革，父母的选择，衡量学生进度的年度测试，年度测试数据的分析以及对学生未达到所定义的年度进展（AYP）的学校的制裁每个州。法规中规定的制裁之一是补充教育服务（SES）。根据SES，未达到AYP三年或以上水平的Title I学校必须为低收入学生支付辅导，补救或其他学术干预费用。补充服务必须在正常上课日以外进行，并且可以由营利性或非营利性机构提供。这是一项历史调查研究（Lancy，1993），利用了案例研究的各个方面（Yin，1994）。该研究调查了《不让任何一个孩子落入法》中补充教育服务要素的制定所发生的事件，包括所涉及的参与者，他们的位置，塑造他们的看法的因素以及参与政治行动的游戏的行为渠道和规则。通过Allison和Zelikow u27s（1999）的视角看政府政治模型（GPM）。此外，该研究使用Putney，Wink和Perkins u27（2006）关键行动研究矩阵应用程序（CARMA）检验了法律的初始实施阶段。检查了各种主要和次要资源，并采访了政策过程各个方面的主要参与者。根据这些数据，确定了主题。还确定了一些需要进一步研究的问题，包括对法律执行情况的进一步评估以及对立法产生的诉讼的分析。还报告了对决策者和学校领导的影响。

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    Christensen Brad D.;

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  • 年度 2009
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