What Can We Learn From Texas About No Child Left Behind?

Educational Policy

Volumn 20, Issue 3, 2006, Pages 551-560

  Apple, Michael W ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993811920     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/0895904805284113     Document Type: Article

References (19)

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5. Apple, M.W., Aasen, P., Cho, M. K., Gandin, L., Oliver, A., Sung, Y. K., et al. (2003). The state and the politics of knowledge. New York: Routledge Falmer.
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12. McNeil, L., & Valenzuela, A. (2000). The harmful impact of the TASS system of testing in Texas: Beneath the accountability rhetoric. In G. Orfield & M. Kornhaber (Eds.), Raising standards or raising barriers: Inequality and high-stakes testing in public education(pp. 127-150). Cambridge, MA: Harvard Civil Rights Project.
13. Padilla, R. (2005). High-stakes testing and educational accountability as social construction across cultures. In A. Valenzuela (Ed.), Leaving children behind: How “Texas-style” accountability fails Latino youth (pp. 249-262). Albany: State University of New York Press.
14. Ruiz de Velasco, J. (2005). Performance-based school reforms and the federal role in helping schools that serve language-minority students. In A. Valenzuela (Ed.), Leaving children behind: How “Texas-style” accountability fails Latino youth (pp. 33-55). Albany: State University of New York Press.
15. Smith, M. L., Miller-Kahn, L., Heinecke, W., & Jarvis, P. (2004). Political spectacle and the fate of American schools. New York: Routledge Falmer.
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17. Valenzuela, A. (2005b). Introduction: The accountability debate in Texas. In A. Valenzuela (Ed.), Leaving children behind: How “Texas-style” accountability fails Latino youth(pp. 1-32). Albany: State University of New York Press.
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