No Child Left Behind and Science Education: Opportunities, Challenges, and Risks

Citation

Marx, R. W., & Harris, C. J. (2006). No Child Left Behind and science education: Opportunities, challenges, and risks. The Elementary School Journal, 106(5), 467-477.

Abstract

This article examines the opportunities, challenges, and risks that No Child Left Behind (NCLB) poses for science education in elementary and middle schools. Four areas of science education–standards, instruction, teachers, and curriculum–are discussed in the present context of NCLB accountability. Attention is given to how the current policy agenda affects science education and how this agenda may influence the teaching and learning of science for years to come.

↓ Review online

Read more from SRI

  • surgeons around a surgical robot

    The SRI research behind today’s surgical robotics

    Intuitive’s da Vinci 5 system represents a major leap in robotic-assisted medicine. It all started at SRI, which continues to advance teleoperation technologies.

  • a collage of digital graphs

    A banner year for quantum

    SRI-managed QED-C’s annual report on quantum trends captures an industry accelerating rapidly from technical promise toward major global impact.

  • ICE Cube containing SRI’s aerogel experiment, photographed prior to launch. Source: Aerospace Applications North America

    An SRI carbon capture experiment launches into space

    By synthesizing carbon-absorbing aerogels in microgravity, SRI research will give us a rare glimpse into how these materials could be radically improved.