Chapter 3: The Elementary and Secondary Education Act at 40: Equity, Accountability, and the Evolving Federal Role in Public Education

Abstract

T his year marks the 40th anniversary of the Elementary and Secondary Education Act (ESEA) of 1965. Enacted to offer equitable educational opportunities to the nation's disadvantaged, this legislation provides financial resources to schools to enhance the learning experiences of underprivileged children. Since its inception, ESEA has consistently remained the single largest fiscal source of federal support for educationally vulnerable schoolchildren. Although the mission of this legislation has remained the same, it has evolved over time to include the needs of more specialized at-risk groups, including English-language learners ((Lagemann, 2005). Provisions have also been added to ensure not only that schools receiving ESEA funds provide supplemental services but that children show improvement and are able to reach appropriate grade-level proficiencies.In this chapter, we trace the legal, legislative, and political history of the ESEA. Focusing attention on the various related educational reform movements, we discuss the federal role in education policy in the context of its influence on ESEA and the legislation's related amendments. Also, we examine the complex issues involved in responding to the changing and more complex needs of underserved schoolchildren through federal policies and accountability provisions.We make the case that the increased federal role in public education has pointed to serious limitations in our understanding of how to best address the educational challenges faced by traditionally disadvantaged schoolchildren. We argue that the current accountability requirements under ESEA and the No Child Left Behind Act (NCLB), although a step in the right direction, were developed from a theoretical perspective and lacked an understanding of the complex issues involved in serving disadvantaged schoolchildren. In addition, we contend that a thorough understanding at NORTHERN KENTUCKY UNIV on June 17, 2015 http://rre.aera.net Downloaded from 52 Review of Research in Education, 29of the role of state and local educational contexts in serving disadvantaged schoolchildren is needed to guide policymakers, and we encourage educational researchers to develop more effective policy interventions.

Playing hopscotch in inclusive education reform: examining promises and limitations of policy and practice in the US

“…The 2001 reauthorisation of the Elementary and Secondary Education Act of 1965, now known as 'No Child Left Behind' (NCLB), is the most current step on the path toward academic standards and accountability (Thomas and Brady, 2005). NCLB requires states to develop academic standards, state-wide assessments to measure whether students achieve them and accountability measures for local education agencies (LEAs) and schools that are not meeting expected benchmarks.…”

No Child Left Behind: Values and Research Issues in High‐Stakes Assessments

“…The ambiguity of the law and the lack of oversight led to misappropriation of ESEA (1965) funds. The national attention to the misuse of funds led Congress to amend the law 4 times between 1965 and 1980 (Thomas & Brady, 2005).…”

Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education

“…highly qualified teachers focuses specifically on content expertise at the expense of sound pedagogical practices that take into account affective needs of individual students (NCLB 2002;Selwyn 2007;Schussler and Collins 2006;Thomas and Brady 2005). This shift in priorities contrasts sharply with a body of literature that emphasizes the importance that relationships and interpersonal dynamics play in fostering content acquisition and personal growth.…”