Advertisement

The School Board’s Impact on Student Learning

Chapter

Abstract

Under the guise of democracy, each state is free to set standards for its students and those standards may be as low as the state wishes. The federal government does not dictate standards for learning. The No Child Left Behind law, enacted at the beginning of this century, required public school students to meet state standards, but the fact that some states called for low standards got insufficient attention. There was nothing to prevent an individual local school board from lifting its standards above those in the rest of the state, but scant incentive to do so given that its schools might face sanctions for not meeting the higher standards.

Keywords

Student Learn Board Member School Board English Language Learner Advance Placement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

  1. 1.
    Frederick M. Hess, School Boards at the Dawn of the 21st Centur. (Alexandria, VA: National School Boards Association, 2002), 4.Google Scholar
  2. 2.
    Martha Abele Mac Iver, Robert Balfanz, and Vaughan Byrnes, Dropouts in the Denver Public Schools: Early Warning Signals and Possibilities for Prevention and Recover. (Baltimore, MD: The Center for the Social Organization of Schools, Johns Hopkins University, 2009).Google Scholar
  3. 3.
    Strategic Support Team of the Council of the Great City Schools. Accelerating Achievement in the Denver Public Schools, 2008–0. (Washington, DC: Council of Great City Schools, 2009), 107.Google Scholar
  4. 4.
    Jeremy Meyer, “DPS Graduation Rate Higher, But Only About Half Finish on Time,” Denver Post, December 18, 2009.Google Scholar
  5. 6.
    Debra Viadero, “Early-Algebra Push Seen to Be Flawed,” Education Week, February 10, 2010, 1.Google Scholar
  6. 7.
    Ann Duifett and Steve Farkas, Growing Pains in the Advanced Placement Program: Do Tough Trade-Offs Lie Ahead. (Washington, DC: Thomas B. Fordham Institute, 2009).Google Scholar
  7. 8.
    Dave E. Marcotte and Steven W. Hemelt, “Unscheduled School Closings and Student Performance,” Education Finance and Polic. 3, no. 3 (2008): 316–38.CrossRefGoogle Scholar
  8. 9.
    Rick Fry and Felisa Gonzales, One-in-Five and Growing Fast: A Profile of Hispanic Public School Student. (Washington, DC: Pew Hispanic Center, 2008).Google Scholar
  9. 10.
    James Vaznis, “City Schools Challenged by Shifting Ethnic Mix,” Boston Globe, April 19, 2009.Google Scholar
  10. 12.
    Debra Viadero, “Research Hones Focus on ELLs,” Education Week, January 8, 2009, 22.Google Scholar
  11. 13.
    Mauricio Gaston Institute for Latin Community Development and Public Policy, English Language Learners in Massachusetts: Trends in Enrollments and Outcome. (Boston: Mauricio Gaston Institute for Latin Community Development and Public Policy, University of Massachusetts at Boston, 2009), 1–2.Google Scholar
  12. 14.
    E. D. Hirsch Jr., “How Schools Fail Democracy,” Chronicle Review, September 29, 2009.Google Scholar
  13. 15.
    Sam Dillon, “New Push Seeks to End Need for Pre-College Remedial Classes,” New York Times, May 28, 2009, A14.Google Scholar
  14. 16.
    North Carolina Justice Center, “This Academic Genocide Must End,” Legislative Bulletin, April 28, 2009.Google Scholar
  15. 19.
    Michael D. Usdan, “School Boards: A Neglected Component of School Reform,” ECS Governance Notes, March-April 2005.Google Scholar

Copyright information

© Gene I. Maeroff 2010

Authors and Affiliations

There are no affiliations available

Personalised recommendations