front cover of The Elusive Ideal
The Elusive Ideal
Equal Educational Opportunity and the Federal Role in Boston's Public Schools, 1950-1985
Adam R. Nelson
University of Chicago Press, 2005
In recent years, federal mandates in education have become the subject of increasing debate. Adam R. Nelson's The Elusive Ideal—a postwar history of federal involvement in the Boston public schools—provides lessons from the past that shed light on the continuing struggles of urban public schools today. This far-reaching analysis examines the persistent failure of educational policy at local, state, and federal levels to equalize educational opportunity for all. Exploring deep-seated tensions between the educational ideals of integration, inclusion, and academic achievement over time, Nelson considers the development and implementation of policies targeted at diverse groups of urban students, including policies related to racial desegregation, bilingual education, special education, school funding, and standardized testing.

An ambitious study that spans more than thirty years and covers all facets of educational policy, from legal battles to tax strategies, The Elusive Ideal provides a model from which future inquiries will proceed. A probing and provocative work of urban history with deep relevance for urban public schools today, Nelson's book reveals why equal educational opportunity remains such an elusive ideal.
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The Era of Education
The Presidents and the Schools, 1965-2001
Lawrence J. McAndrews
University of Illinois Press, 2005
This study of educational policy from Lyndon Johnson through Bill Clinton focuses on three specific issues--public school aid, non-public (especially Catholic) school aid, and school desegregation--that speak to the proper role of the federal government in education as well as to how education issues embody larger questions of opportunity, exclusion, and equality in American society. Lawrence J. McAndrews traces the evolution of policy as each president developed (or avoided developing) a stance toward these issues and discusses the repercussions and implications of policy decisions for the educational community over nearly four decades.
 
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More Than Science and Sputnik
The National Defense Education Act of 1958
Wayne J. Urban
University of Alabama Press, 2010
A behind-the-scenes look at the creation of the National Defense Education Act.

Sparked by dramatic Soviet achievements, particularly in nuclear technology and the development of the Sputnik space orbiter, the United States responded in the late 1950s with an extraordinary federal investment in education. Designed to overcome a perceived national failure to produce enough qualified scientists, engineers, and mathematicians to compete with the Communist bloc, the effort resulted in the National Defense Education Act of 1958 (NDEA). Representative Carl Elliott and Senator Lister Hill both from Alabama, and then Assistant Secretary of Health, Education, and Welfare, Elliot Richardson were the prime movers in shaping of this landmark legislation.

More than Science and Sputnik analyzes primary documents of the three leaders to describe the political process that established the NDEA. The book illustrates what the assumptions of the key players were, and why they believed the act was needed.
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front cover of No Child Left Behind and the Public Schools
No Child Left Behind and the Public Schools
Scott Franklin Abernathy
University of Michigan Press, 2007

“A powerful, detailed, and exceptionally balanced critique of NCLB. It offers some hope for how we might overcome its faults. No legislator or educational expert should be allowed to get away with not reading it—whether to agree or disagree. It’s a must learning experience.”

—Deborah Meier, Senior Scholar and Adjunct Professor, Steinhardt School of Education, New York University, and author of In Schools We Trust

“A concise, highly readable, and balanced account of NCLB, with insightful and realistic suggestions for reform. Teachers, professors, policymakers, and parents—this is the one book about NCLB you ought to read.”

—James E. Ryan, William L. Matheson and Robert M. Morgenthau Distinguished Professor, University of Virginia School of Law

This far-reaching new study looks at the successes and failures of one of the most ambitious and controversial educational initiatives since desegregation—the No Child Left Behind Act of 2001.

NCLB’s opponents criticize it as underfunded and unworkable, while supporters see it as a radical but necessary educational reform that evens the score between advantaged and disadvantaged students. Yet the most basic and important question remains unasked: “Can we ever really know if a child’s education is good?”

Ultimately, Scott Franklin Abernathy argues, policymakers must begin from this question, rather than assuming that any test can accurately measure the elusive thing we call “good” education.

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front cover of The Ordeal of Equality
The Ordeal of Equality
Did Federal Regulation Fix the Schools?
David K. Cohen and Susan L. Moffitt
Harvard University Press, 2009
American schools have always been locally created and controlled. But ever since the Title I program in 1965 appropriated nearly one billion dollars for public schools, federal money and programs have been influencing every school in America.What has been accomplished in this extraordinary assertion of federal influence? What hasn’t? Why not? With incisive clarity and wit, David K. Cohen and Susan L. Moffitt argue that enormous gaps existed between policies and programs and the real-world practices that they attempted to change. Learning and teaching are complicated and mysterious. So the means to achieve admirable goals are uncertain, and difficult to develop and sustain, particularly when teachers get little help to cope with the blizzard of new programs, new slogans, new tests, and new rules.Ironically, as the authors observe, the least experienced and least well-trained teachers are often in the most needy schools, so federal support “is compromised by the inequality it is intended to ameliorate.” If new policies and programs don’t include means to create the capability they require, they cannot succeed. We don’t know what we need to enable states, school systems, schools, teachers, and students to use the resources that programs offer. The trouble with standards-based reform is that standards and tests still don’t teach you how to teach.
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front cover of Revitalizing Federal Education Research and Development
Revitalizing Federal Education Research and Development
Improving the R&D Centers, Regional Educational Laboratories, and the "New" OERI
Maris A. Vinovskis
University of Michigan Press, 2001
Over the past thirty years, the government has spent approximately $1.5 billion on the Regional Educational Laboratories and $1.1 billion on the Research and Development Centers. After this large investment, these two research facilities still have been unable to find the best way to effectively help at-risk children thrive in school. Many people are slowly realizing that, unfortunately, our sizable investment in educational research and development has not been sufficient to produce the kind of information that policymakers and educators must have if they hope to meet the needs of these at-risk children.
Maris A. Vinovskis uses the research he has done over the past decade, along with the findings of other policymakers, to argue that the American public school system needs to gain functional reform if research institutions are to conduct more effective studies for policymakers. He examines here both recent reform policies as well as the history behind educational reform.
Vinovskis's vigorous investigation of the process of educational research and development in the United States will be of particular interest to individuals whose careers depend on continued federal funding. This book will also appeal to educators, policymakers, and public policy analysts and will be of unequaled value in understanding the formulation of new educational policies in the twenty-first century.
Maris A. Vinovskis is active on Capitol Hill and lectures throughout the country at such prestigious institutions as the American Academy of Arts and Sciences, the Brookings Institution, and the John F. Kennedy School of Government at Harvard. He is Professor of History, University of Michigan.
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