The No Child Left Behind Act. accountability, high-stakes testing, and roles for sociologists

This article is part of the "Perspective section" of this issue featuring "commentaries on the No Child Left Behind Act (NCLB), one of the most controversial pieces of legislation in the history of federal educational policy making. ... [The author] focuses on the unanticipated conseq...

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Bibliographic Details
Published in:Sociology of education 2005-04, Vol.78 (2), p.170-174
Main Author: Dworkin, Anthony G
Format: Article
Language:English
Subjects:
Academic Achievement
Academic achievement gaps
Accountability
Achievement Gap
Achievement Tests
Basic Skills
Benachteiligtes Kind
Bildungspolitik
Bildungsrecht
Bundesrecht
Charter schools
Criterion Referenced Tests
Curricula
Desegregation Plans
Disadvantaged
Disadvantaged schools
Dropout Rate
Educational evaluation
Educational Improvement
Educational Indicators
Educational Legislation
Educational Policy
Educational Reform
Educational Sociology
Ethnic Groups
Excellence in Education
Federal Legislation
Federal Programs
Forschung
Förderungsmaßnahme
Gesetzgebung
High Achievement
High Stakes Tests
Learning
Leistungsmessung
Low Income
Measurement Techniques
Minority group students
Minority Groups
Multiple Choice Tests
No Child Left Behind Act
No Child Left Behind Act 2001
No Child Left Behind Act 2001-US
Perspectives on Critical Issues
Program Implementation
Public Policy
Public Schools
Quality Control
Racial Segregation
Rechenschaftslegung
Role
School campuses
School districts
School dropouts
School personnel
Schools
Schule
Schulleistung
Schülerleistung
Social Action
Social Systems
Sociology
Sociology of Education
Sociology of education. Educational systems. Lifelong education
Soziologie
Standardized Tests
State Programs
Student Evaluation
Student retention
Teachers
Test scores
USA
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Description
Summary:This article is part of the "Perspective section" of this issue featuring "commentaries on the No Child Left Behind Act (NCLB), one of the most controversial pieces of legislation in the history of federal educational policy making. ... [The author] focuses on the unanticipated consequences of the assessment and accountability mandates of the No Child Left Behind Act (NCLB) of 2001. [He] suggests ways for sociologists to play significant roles in the states' implementation of their assessment and accountability systems." (DIPF/Orig./Kr.).
ISSN:0038-0407
0003-1232
1939-8573
DOI:10.1177/003804070507800205