No Child Left Behind and high school reform
No Child Left Behind and high school reform
复制标题
DOI：
10.17763/haer.76.4.d8277u8778245404
复制
发表时间：
2006-12-01
影响因子：
1.7
通讯作者：
Darling-Hammond, Linda
中科院分区：
文献类型：
--
作者：
Darling-Hammond, Linda
尽管《不让一个孩子掉队》(NCLB)旨在缩小种族和阶级之间的成绩差距，但它的一些关键条款与成功改革大型综合高中的改革相悖，这些高中传统上让城市地区的有色人种学生和低收入家庭学生不及格。虽然重组后的小型学校正在提高毕业率和大学出勤率，但NCLB问责条款创造了反激励措施，鼓励成绩不佳的学生(尤其是英语学习者)更高的辍学率和退学率，为允许更大程度的个性化的人员配备制造障碍，并阻碍培养更高层次思维和表现能力的绩效评估。在这篇文章中，琳达·达林-哈蒙德提出了对NCLB的具体修订，这些修正案可以帮助实现为所有学生提供高质量、公平的教育的目标，方法是招聘高素质的教师并以适当的方式定义这样的教师；重新思考计算适当的年度进展的问责标准，以便学校有动力让学生留在学校，而不是把他们赶出去；鼓励使用能够激励雄心勃勃的智力工作的绩效评估。
Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students Of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.