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Howell, William G. – Education Next, 2015
Caught between extraordinary public expectations and relatively modest constitutional authority, U.S. presidents historically have fashioned all sorts of mechanisms--executive orders, proclamations, memoranda--by which to move their objectives forward. William Howell asserts that under President Barack Obama's administration, presidential…
Descriptors: Federal Programs, Educational Policy, Policy Formation, State Policy
Smith, Nelson – Education Next, 2012
School districts held an exclusive franchise on public education services until 1991, when Minnesota passed the first law permitting public charter schools. Charter schools are publicly funded, authorized by various agencies designated in public law, but independently managed. They operate outside district control, and most can draw students from…
Descriptors: Charter Schools, School Districts, School Buildings, School Construction
Chieppo, Charles D.; Gass, James T. – Education Next, 2009
This article reports that special interest groups opposed to charter schools and high-stakes testing have hijacked Massachusetts's once-independent board of education and stand poised to water down the Massachusetts Comprehensive Assessment System (MCAS) tests and the accountability system they support. President Barack Obama and Massachusetts…
Descriptors: Charter Schools, School Choice, Mathematics Achievement, Reading Achievement
Howell, William G. – Education Next, 2004
In this article, the author takes an inside look at efforts in Worcester, Massachusetts to offer families the opportunities promised by the No Child Left Behind Act (NCLB). Worcester is the third largest school system in the state of Massachusetts, serving roughly 25,000 students in 46 public schools (36 elementary, 4 middle, 5 high, and one…
Descriptors: Federal Legislation, Federal Government, Educational Finance, Educational Legislation
Costrell, Robert; Peyser, James – Education Next, 2004
Critics argue that No Child Left Behind's requirement that states bring all students up to academic proficiency by the year 2014 represents a massive unfunded mandate. These critics reason that unless the feds put a lot more money on the table, financially strapped state and local governments will be forced to raise taxes sharply. Otherwise, the…
Descriptors: Educational Change, Academic Standards, Educational Opportunities, Accountability