Discription

This powerful book shows the many unintended ways in which social and educational policy can shape, if not constrain, the work of educating students. Focusing on the creation and history of Title I of the Elementary and Secondary Education Act (ESEA) from its inception in 1965 to the present, Stein shows how underlying assumptions of policymakers and bureaucratic red tape actually interfere with both educational practice and the goals of the legislation itself. This examination is especially timely, given the recent passage of the No Child Left Behind Act and its sweeping attempts to raise achievement and reduce failure, especially for underserved populations.

This invaluable volume:

• Offers an innovative framework for the analysis of education policy that can be applied to other government initiatives, particularly those directed at the poor.
• Challenges prevailing assumptions about children and poverty and the organizational strategies for addressing their needs.
• Brings the reader into the halls of Congress, analyzing the language of Congressional floor debates, showing shifts in how students have been characterized and their needs defined over time.
• Presents a fresh perspective on the controversial No Child Left Behind Act, the most recent reauthorization of ESEA, as well as federal desegregation and bilingual policies.
• Provides intimate portraits of nine elementary schools, presenting the language and routines of schooling to demonstrate how practitioners react to the culture of education policy in practice.

“This book breaks new ground! Stein demonstrates the ways in which the language and symbols that are used work to delimit not only our understanding of the problems federal policy addresses, but the range of solutions it deploys. A foundational piece of work.”
—Jean Anyon, Graduate Center, City University of New York