The leading markets for this book will be major public and Division 1 research university libraries and university courses in education policy, education law, education history, political science, and public policy.
Chapter 6. No Child Left Behind, Race to the Top, and Common Core
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In this chapter I will examine alternative legislative proposals that competed with No Child Left Behind (NCLB), the politics of the passage and implementation of NCLB, and the emergence of a bipartisan elite consensus among the mainstream educational establishment that led to the creation of Race to the Top and Common Core. A number of different education plans were floating around during the 106th Congress, as Gore and Bush battled for the presidency. Conservative education interests coalesced around the collaboration between the EXPECT coalition and House Education Committee chair Representative Bill Goodling (R-PA) with the Academic Achievement for All Act (the “Straight A’s” bill). It sought to consolidate the categorical programs of the Elementary and Secondary Education Act (ESEA) into block grants and enhance opportunities for school choice, especially through vouchers. The National Governors Association and the National Council of State Legislators appreciated the flexibility (Hess and Petrilli, 2006, p. 16; Debray-Pelot, 2007, pp. 73–74). Another bill was the Student Results Act. It was drafted by Representative George Miller (D-CA) and Senator Edward Kennedy (D-MA) with the help of the Education Trust. Executive Director of the Education Trust, Kati Haycock, noted that Miller and Kennedy “were bonkers about what happened to the IASA,” in that the ← 109 | 110 →Clinton administration kept scaling back implementation responsibilities at the state level (cited in Rhodes, 2012, pp. 142–143). Yet another bill was the Public Education Reinvestment, Reinvention, and Responsibility Act (the “3 R’s” bill) floated by Centrist Senate Democrats led by...
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