کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
346649 | 617827 | 2010 | 12 صفحه PDF | دانلود رایگان |

This article examines policies and programs designed to meet the basic educational needs of American children and youth, with an emphasis on promoting cognitive skill development through K-12 schooling. Building on an appraisal of the weak technology for promoting cognitive development and the lack of a robust research literature on what works, I examine patterns in educational achievement across the nation, and their association with students' social characteristics, and follow with an assessment of the standing of the U.S. in international perspective. I then consider the federal role in K-12 education, particularly the legacy of the No Child Left Behind Act, and subsequent concerns with increasing teacher capacity and system-changing via increased school choice. Because these policy strategies lack a powerful theory of teaching and learning, their potential for enhancing student achievement remains more a matter of faith than of certainty.
Journal: Children and Youth Services Review - Volume 32, Issue 9, September 2010, Pages 1199–1210