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Volume 21, Number 3
May/June 2005

No Adolescent Left Behind?

California’s testing and accountability system illustrates the challenges of extending No Child Left Behind to high school

by Robert Rothman

 

High school, one of the most enduring features of the American education landscape, has been subjected to increased scrutiny over the past few years, and its reform has risen to the top of the national education agenda. Spurred by concerns over persistently high dropout rates in cities and lagging performance on national and international assessments, educators and policymakers have launched a host of major efforts to redesign high schools.

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.

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For Further Information

For Further Information

Achieve, Inc. Rising to the Challenge: Are High School Graduates Prepared for College and Work? Peter D. Hart Research Associates and Public Opinion Strategies. Washington, DC: Achieve, Inc., 2005.

M. Carnoy, R. Elmore, and L.S. Siskin, eds. The New Accountability: High Schools and High-Stakes Testing. New York: RoutledgeFalmer, 2003.

Education Trust-West. Are California High Schools Ready for the 21st Century? Oakland, CA: Education Trust-West, 2004.

High Performing High Schools Initiative: A White Paper on Improving Student Achievement in California's High Schools. California Department of Education, February 2004.

M.W. Kirst. "Swing State." Education Next 2, no. 2 (Summer 2002): 44-49.

C.B. Swanson. The Real Truth about Low Graduation Rates: An Evidence-Based Commentary. Washington, DC: Urban Institute, August 2004.