The impact of education reform and educational philanthropy on the K-12 achievement gap in low-income urban communities /
Education reform has challenged educators, districts, funders, organizations and the nation to look at the functionality of schools through the lens of data usage and tracking. Since the passing of the 2002 No Child Left Behind Act (NCLB) under the Bush administration, researchers have taken a close...
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| Format: | Thesis Book |
| Language: | English |
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[2017]
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MARC
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| 100 | 1 | |a Henderson, Leonette, |e author. | |
| 245 | 1 | 4 | |a The impact of education reform and educational philanthropy on the K-12 achievement gap in low-income urban communities / |c by Leonette Henderson. |
| 260 | |c [2017] | ||
| 300 | |a 44 leaves ; |c 29 cm | ||
| 336 | |a text |2 rdacontent | ||
| 337 | |a unmediated |2 rdamedia | ||
| 338 | |a volume |2 rdacarrier | ||
| 500 | |a Capstone Paper. | ||
| 500 | |a "January 31, 2017." | ||
| 502 | |b M.A. |c Saint Mary's University of Minnesota |d 2017. | ||
| 520 | |a Education reform has challenged educators, districts, funders, organizations and the nation to look at the functionality of schools through the lens of data usage and tracking. Since the passing of the 2002 No Child Left Behind Act (NCLB) under the Bush administration, researchers have taken a closer look at NCLB. They found that while the agenda was admirable, the 1,000-page act caused stress on school districts nationwide and promised more than it delivered. There were irregularities in testing, accountability, and the curriculum. NCLB has had sweeping effects, whether intended or unintended, with positive and negative associations on a wide scope of educational factors including teacher drive, classroom instruction priorities, administrative decisions, and student achievement. Overall, heightened and varied involvement of education philanthropy and/or venture philanthropy has led to contemplative research on how to balance the transforming role of philanthropy in K-12 urban schooling with the influence of federal legislative engagement. While philanthropists sought to level the playing field by compensating for the disparities that arose in K-12 education, there was a notable impact on the nation's education agenda that in some ways reflected the disadvantages of the NCLB legislation. What is needed is a balancing act of political and philanthropic power that is driven not by money but invites all key players, including educators, to the table to focus on the key issue that does not include proficiency rates or data: our American children. | ||
| 504 | |a Includes bibliographical references (leaves 42-44). | ||
| 599 | |a Master of Arts in Philanthropy and Development. |9 LOCAL | ||
| 650 | 0 | |a Education, Urban |z United States. | |
| 650 | 0 | |a Poor children |x Education |z United States. | |
| 650 | 0 | |a Education |z United States |x Finance. | |
| 650 | 0 | |a Educational change |z United States. | |
| 650 | 0 | |a Academic achievement |z United States. | |
| 610 | 1 | 0 | |a United States. |t No Child Left Behind Act of 2001 |
| 710 | 2 | |a Saint Mary's University of Minnesota. |b Philanthropy and Development Program, |e degree granting institution. | |
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