No Challenge Left Behind PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download No Challenge Left Behind PDF full book. Access full book title No Challenge Left Behind by Paul D. Houston. Download full books in PDF and EPUB format.
Author: Paul D. Houston
Publisher: Corwin Press
ISBN: 1452280630
Category : Education
Languages : en
Pages : 193
Get Book Here
Book Description
"A brilliant distillation of the best thinking from one of the great minds in our field. This funny, uplifting page-turner inspires profound ′aha′ moments necessary for being a ′hope-pusher′ internally while effectively advocating for children in the larger community." —Alan M. Blankstein, President HOPE Foundation "Paul Houston thinks like a man of action and acts like a man of thought. His writings are packed with the wisdom, grace, and innovation that have made him one of the true leaders in American public education today." —Daniel H. Pink, Author A Whole New Mind "This book translates the real issues in public education into sublime teachings for life." —Anne L. Bryant, Executive Director National School Boards Association "Paul Houston is a crusader for American public education. His fresh ideas provide answers to some of the toughest challenges our schools and school leaders face today." —Richard Riley, Former U.S. Secretary of Education "In these timeless essays, Houston opens our minds with his powerful thoughts, touches our hearts with his understanding and passion, and invites us to see public schools and the children we serve in a new light." —Gail Connelly, Executive Director National Association of Elementary School Principals "Paul Houston′s extensive knowledge of the issues facing today′s busy school administrators is unparalleled. This collection is indeed a testament to Houston′s legacy and his deep love for and commitment to public education." —Gerald N. Tirozzi, Executive Director National Association of Secondary School Principals A collection of influential, insightful, and inspiring articles from an educational leadership expert! In this resource, retiring executive director of the American Association of School Administrators, former superintendent, and best-selling author Paul D. Houston examines the growing complexity of the educational process and the challenge of transforming learning into an engaging, meaningful—and even joyful—experience. Houston offers enlightening perspectives on global competition, the widening economic gulf between social classes, the explosion of information, and a landscape of competing expectations. This provocative book views education as "soul work" touching the deepest part of the human spirit and covers: What it means to be a leader The challenges of transforming public education How leaders can champion learning and education Lessons from the field
Author: Paul D. Houston
Publisher: Corwin Press
ISBN: 1452280630
Category : Education
Languages : en
Pages : 193
Get Book Here
Book Description
"A brilliant distillation of the best thinking from one of the great minds in our field. This funny, uplifting page-turner inspires profound ′aha′ moments necessary for being a ′hope-pusher′ internally while effectively advocating for children in the larger community." —Alan M. Blankstein, President HOPE Foundation "Paul Houston thinks like a man of action and acts like a man of thought. His writings are packed with the wisdom, grace, and innovation that have made him one of the true leaders in American public education today." —Daniel H. Pink, Author A Whole New Mind "This book translates the real issues in public education into sublime teachings for life." —Anne L. Bryant, Executive Director National School Boards Association "Paul Houston is a crusader for American public education. His fresh ideas provide answers to some of the toughest challenges our schools and school leaders face today." —Richard Riley, Former U.S. Secretary of Education "In these timeless essays, Houston opens our minds with his powerful thoughts, touches our hearts with his understanding and passion, and invites us to see public schools and the children we serve in a new light." —Gail Connelly, Executive Director National Association of Elementary School Principals "Paul Houston′s extensive knowledge of the issues facing today′s busy school administrators is unparalleled. This collection is indeed a testament to Houston′s legacy and his deep love for and commitment to public education." —Gerald N. Tirozzi, Executive Director National Association of Secondary School Principals A collection of influential, insightful, and inspiring articles from an educational leadership expert! In this resource, retiring executive director of the American Association of School Administrators, former superintendent, and best-selling author Paul D. Houston examines the growing complexity of the educational process and the challenge of transforming learning into an engaging, meaningful—and even joyful—experience. Houston offers enlightening perspectives on global competition, the widening economic gulf between social classes, the explosion of information, and a landscape of competing expectations. This provocative book views education as "soul work" touching the deepest part of the human spirit and covers: What it means to be a leader The challenges of transforming public education How leaders can champion learning and education Lessons from the field
Author: Deborah Meier
Publisher: Beacon Press
ISBN: 0807004596
Category : Education
Languages : en
Pages : 115
Get Book Here
Book Description
Signed into law in 2002, the federal No Child Left Behind Act (NCLB) promised to revolutionize American public education. Originally supported by a bipartisan coalition, it purports to improve public schools by enforcing a system of standards and accountability through high-stakes testing. Many people supported it originally, despite doubts, because of its promise especially to improve the way schools serve poor children. By making federal funding contingent on accepting a system of tests and sanctions, it is radically affecting the life of schools around the country. But, argue the authors of this citizen's guide to the most important political issue in education, far from improving public schools and increasing the ability of the system to serve poor and minority children, the law is doing exactly the opposite. Here some of our most prominent, respected voices in education-including school innovator Deborah Meier, education activist Alfie Kohn, and founder of the Coalition of Essential Schools Theodore R. Sizer-come together to show us how, point by point, NCLB undermines the things it claims to improve: * How NCLB punishes rather than helps poor and minority kids and their schools * How NCLB helps further an agenda of privatization and an attack on public schools * How the focus on testing and test preparation dumbs down classrooms * And they put forward a richly articulated vision of alternatives. Educators and parents around the country are feeling the harshly counterproductive effects of NCLB. This book is an essential guide to understanding what's wrong and where we should go from here.
Author: Meira Levinson
Publisher: Harvard University Press
ISBN: 0674069587
Category : Education
Languages : en
Pages : 454
Get Book Here
Book Description
While teaching at an all-Black middle school in Atlanta, Meira Levinson realized that students’ individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson’s account challenges not just educators but all who care about justice, diversity, or democracy.
Author: Peter Wright
Publisher:
ISBN: 9781892320001
Category :
Languages : en
Pages :
Get Book Here
Book Description
Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and "least restrictive environment"* Tutorial about how to find relevant state and federal cases using your unique search terms
Author: Derek W Black
Publisher: NYU Press
ISBN: 1479886084
Category : Law
Languages : en
Pages : 248
Get Book Here
Book Description
Answers the calls of grassroots communities pressing for integration and increased education funding with a complete rethinking of school discipline In the era of zero tolerance, we are flooded with stories about schools issuing draconian punishments for relatively innocent behavior. One student was suspended for chewing a Pop-Tart into the shape of a gun. Another was expelled for cursing on social media from home. Suspension and expulsion rates have doubled over the past three decades as zero tolerance policies have become the normal response to a host of minor infractions that extend well beyond just drugs and weapons. Students from all demographic groups have suffered, but minority and special needs students have suffered the most. On average, middle and high schools suspend one out of four African American students at least once a year. The effects of these policies are devastating. Just one suspension in the ninth grade doubles the likelihood that a student will drop out. Fifty percent of students who drop out are subsequently unemployed. Eighty percent of prisoners are high school drop outs. The risks associated with suspension and expulsion are so high that, as a practical matter, they amount to educational death penalties, not behavioral correction tools. Most important, punitive discipline policies undermine the quality of education that innocent bystanders receive as well—the exact opposite of what schools intend. Derek Black, a former attorney with the Lawyers’ Committee for Civil Rights Under Law, weaves stories about individual students, lessons from social science, and the outcomes of courts cases to unearth a shockingly irrational system of punishment. While schools and legislatures have proven unable and unwilling to amend their failing policies, Ending Zero Tolerance argues for constitutional protections to check abuses in school discipline and lays out theories by which courts should re-engage to enforce students’ rights and support broader reforms.
Author:
Publisher: DIANE Publishing
ISBN: 9781422308509
Category :
Languages : en
Pages : 54
Get Book Here
Book Description
Author: Michael A. Olivas
Publisher: NYU Press
ISBN: 0814762441
Category : Education
Languages : en
Pages : 208
Get Book Here
Book Description
Explores the issue of the education of undocumented school children, examining both financial and legal topics.
Author: Homi Kharas
Publisher: Brookings Institution Press
ISBN: 081573784X
Category : Business & Economics
Languages : en
Pages : 319
Get Book Here
Book Description
The ambitious 15-year agenda known as the Sustainable Development Goals, adopted in 2015 by all members of the United Nations, contains a pledge that “no one will be left behind.” This book aims to translate that bold global commitment into an action-oriented mindset, focused on supporting specific people in specific places who are facing specific problems. In this volume, experts from Japan, the United States, Canada, and other countries address a range of challenges faced by people across the globe, including women and girls, smallholder farmers, migrants, and those living in extreme poverty. These are many of the people whose lives are at the heart of the aspirations embedded in the 17 Sustainable Development Goals. They are the people most in need of such essentials as health care, quality education, decent work, affordable energy, and a clean environment. This book is the result of a collaboration between the Japan International Cooperation Research Institute and the Global Economy and Development program at Brookings. It offers practical ideas for transforming “leave no one behind” from a slogan into effective actions which, if implemented, will make it possible to reach the Sustainable Development Goals by 2030. In addition to policymakers in the field of sustainable development, this book will be of interest to academics, activists, and leaders of international organizations and civil society groups who work every day to promote inclusive economic and social progress.
Author:
Publisher:
ISBN:
Category : Education, Rural
Languages : en
Pages : 62
Get Book Here
Book Description
Author: Ron Martin
Publisher: Routledge
ISBN: 1000592901
Category : Business & Economics
Languages : en
Pages : 140
Get Book Here
Book Description
EXECUTIVE SUMMARY AND KEY RECOMMENDATIONS The nature of the problem: • Geographical inequalities in the UK are a longstanding and persistent problem rooted in deepseated and cumulative processes of local and regional divergence with antecedents in the inter-war years and accelerating since the early 1980s. • This spatial divergence has been generated by the inability of some places to adapt to the emergence of the post-industrial service and knowledge-based economy whose geographies are very different from those of past heavy industries. As a consequence, the "left behind" problem has become spatially and systemically entrenched. • Challenging ideas of market-led adjustment, there is little evidence that real cost advantages in Northern areas are correcting and offsetting the geographically differentiated development of skilled labour and human capital and the quality of residential and business environments. • A variety of different types of "left behind place" exist at different scales, and these types combine common problems with distinctive economic trajectories and varied causes. These different types will need policies that are sensitive and adaptive to their specific problems and potentialities. • Contemporary economic development is marked by agglomeration in high-skilled and knowledge-intensive activities. Research-based concentrations of high-skilled activity in the UK have been limited and concentrated heavily in parts of London and cities in the Golden Triangle, especially Oxford and Cambridge. Even in London, the benefits have been unevenly spread between boroughs. • Existing analyses of the predicaments of left behind places present a stark division between rapid growth in "winning" high-skilled cities and relative decline in "losing" areas. This view is problematic because it oversimplifies the experience in the UK and other countries. A false binary distinction is presented to policymakers which offers only the possibility of growth in larger cities and derived spillovers and other compensations elsewhere. • Yet, the post-industrial economy involves strong dispersal of activity and growth to smaller cities, towns and rural areas. However, this process has been highly selective between local areas and needs to be better understood. The institutional and policy response: • Past policies in the UK have lacked recognition of the scale and importance of the left behind problem and committed insufficient resources to its resolution. The objective of achieving a less geographically unequal economy has not been incorporated into mainstream policymaking. When compared with other countries, the UK has taken an overcentralized, "top-down" approach to policy formulation and implementation, often applying "one size fits all" policy measures to different geographical situations. • Political cycles have underpinned a disruptive churn of institutions and policies. In contrast with other Organisation for Economic Co-operation and Development (OECD) countries, particularly in Europe, there has been limited long-term strategy and continuity, and inadequate development of local policymaking capacity and capabilities, especially for research, analysis, monitoring and evaluation. • Past policies have been underfunded, inconsistent, and inadequately tailored and adapted to the needs of different local economies. We estimate that, on average over the period 1961–2020, the UK government invested on average £2.9 billion per annum in direct spatial policy (2020 prices), equivalent to around 0.15% of gross national income (GNI) per annum over the period. European Union Structural and Cohesion Policy support has added around 0.12% GNI (2020 prices) per annum to this over the period from the late 1970s. • These broad estimates suggest that discretionary expenditure in the UK on urban and regional policy when both domestic and European Union spatial policy was in operation was equivalent to 0.27% per annum of UK GNI (2020 prices). This is dwarfed by mainstream spending programmes (by comparison, the UK committed £14.5 billion (0.7% of GNI) to international aid in 2019). The level of resources devoted to spatial policy has been modest given the entrenched and cumulative nature of the problem. • Policies for "levelling up" need clearly to distinguish different types of left behind places and devise a set of place-sensitive and targeted policies for these types of "clubs" of left behind areas. This shift will need a radical expansion of "place-based" policymaking in the UK which allows national and local actors to collaborate on the design of appropriate targeted programmes. • A key priority for "levelling up" is revitalizing Northern cities and boosting their contribution to the national economy. Underperformance in these urban centres has been a major contributor to persistent geographical inequality in the UK. • Addressing the UK’s geographical economic inequalities and the plight of left behind places requires substantially more decentralization of power and resources to place-based agencies. This would enable the current UK government’s "levelling up" agenda to capitalize on the many advantages of more "place-based" policymaking to diagnose problems, build on local capabilities, strengthen resilience and adapt to local changes in circumstances. • Crucially, place-based efforts need to be coordinated and aligned with place-sensitive national policies. The key challenge of a levelling up mission is to integrate "place-based" policies with greater place sensitivity in national policies and in regulation and mainstream economic spending. • It is important to develop policies that spread the benefits from agglomeration and ensure that the income effects and innovations produced by high-skill concentrations diffuse to the wider cityregional economies and their firms (especially small and medium-sized enterprises) and workers. There is a clear need for more policy thinking on how this can be achieved. • Policy for levelling-up needs to align and coordinate with the other national missions for net zero carbon and post-pandemic recovery. This suggests that a strong "place-making" agenda focused on quality of life, infrastructure and housing in many left behind places is important for post-industrial and service growth. • Genuine place-making is a long-term process involving public, private and civic participation which allows local responses to those economic, environmental, and social constraints and problems that most strongly reduce the quality of life in local areas. A truly "total place" approach is required. The quality of infrastructure, housing stock and public services is crucial for the quality of place as well as the ability to secure and attract more dispersed forms of growth. There is little hope of delivering "place-making" if public sector austerity is once again allowed to cut back public services more severely in poorer and more deprived areas. The way forward: • The scale and nature of the UK’s contemporary "left behind places" problem are such that only a transformative shift in policy model and a resource commitment of historic proportions are likely to achieve the "levelling up" ambition that is central to the current government’s political ambitions. KEY RECOMMENDATIONS In summary, our recommendations are that the UK government should: • Grasp the transformative moment for local, regional and urban development policy as the UK adjusts to a post-Covid-19 world and seeks a net zero carbon future. • Establish a clear and binding national mission for "levelling up". • Realize the potential of place in policymaking. • Decentralize and devolve towards a multilevel federal polity. • Strengthen subnational funding and financing and adopt new financing models involving the public, private sector and civic sectors to generate the resources required. • Embed geography in the national state and in national policy machinery. • Improve subnational strategic research, intelligence, monitoring and evaluation capacity. A failure to learn from the lessons of the last 70 years of spatial policy risks the UK becoming an ever more divided nation, with all the associated economic, social and political costs, risks and challenges that this presents.
