Part of the book series:Education Policy ((EDPOLICY))
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Abstract
From its initial enactment as part of President Johnson’s Great Society, the Elementary and Secondary Education Act (ESEA) has spearheaded federal involvement in local public schools. Johnson, who began his career as a teacher in a low-income community, believed that education was essential to the war on poverty and that the Great Society would be one in which “no child will go unfed, and no youngster will go unschooled” (Johnson 1964 ). However, from 1965 to today, education commentators, politicians, and policy entrepreneurs have argued about the proper federal role in education. This problem, predictably, was less of an issue when ESEA simply meant the federal government pouring money into struggling school systems. However, as outlined in Chapter 4 , No Child Left Behind (ESEA’s most recent iteration) paired assessment and accountability with those dollars, causing school district officials to recoil.
We must do better. Together, we must achieve a new goal, that by 2020, the United States will once again lead the world in college completion. We must raise the expectations for our students, for our schools, and for ourselves – this must be a national priority. We must ensure that every student graduates from high school well prepared for college and a career.
—Barack Obama, introduction to “ESEA Reauthorization: A Blueprint for Reform” (Department of Education 2010)
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© 2012 Robert Maranto and Michael Q. McShane
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Maranto, R., McShane, M.Q. (2012). Reauthorizing the Elementary and Secondary Education Act: Challenging the Education Industrial Complex. In: President Obama and Education Reform. Education Policy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137030931_7
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Online ISBN:978-1-137-03093-1
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