This article investigates the uncertain history of academic freedom in public schools, from the viewpoint of the courts' understanding and related commentaries. Also considered is the magnitude of teachers' classroom discretion, and whether courts are likely to treat content and pedagogical conflicts differently. (IAH)

Since the landmark "Brown v. Board of Education" ruling, most of the literature on school desegregation has focused on the experiences of African American students or school districts in which remedies were fashioned for African American students. However, little is known about the efforts of other ethnic and racial groups who have…

Recent data indicate that a large proportion of students entering community colleges are identifying terminal certificate or occupational associate degrees instead of academic majors or transfer as their short-term goal. Despite this, throughout much of the 1980s and 1990s, states established articulation agreements as policy instruments to…

In March, 2004, the federal Department of Education issued proposed Title IX regulations that promise to provide public school districts and charter school organizers considerable flexibility in establishing single-sex classes and schools. At the same time, however, as part of the No Child Left Behind Act, the Department has called for…

This article presents findings about the implementation of a system for rapidly assessing student progress in math and reading in grades K-12--a system that potentially could reduce pressure on teachers resulting from high-stakes testing and the implementation of the No Child Left Behind Act. Interviews with 49 teachers and administrators in one…

The case for the deterioration of educational quality should not rest on student aptitude test scores; indeed, these tests are a large part of the problem. College admission standards harm secondary schools by standardizing curriculum, encouraging teaching to tests, and focusing students' energy on high grade point averages. (PP)

Discusses the difference national standards could make in the education of American children and of the public at large, noting that any educational improvements will be determined by the quality of the ensuing debate. The paper examines the debate over national standards in history education and makes suggestions for future debate. (SM)

Goals 2000 defines the federal role as one of support and facilitation to improve all schools for all children while maintaining state and local control. The article discusses Goals 2000, looking at the beginning, the legislation, the national agenda, the state and local agenda, its passage into law, budgetary constraints, and the future. (SM)

Reports on ways English primary teachers' work perspectives changed following the 1988 Education Reform Act, noting the significance of teacher professionalism as a mediating influence. Most teachers had changed their teaching approach, classroom practice, and role perceptions in ways they did not choose, resulting in pressure and loss of…

Examines the evolution of deregulation as a state education policy strategy, from limited waiver programs to charter programs and new accountability systems that include broad deregulation. The article discusses the substantial political and practical barriers to broad deregulation despite the assumption that greater school-level autonomy will…

This article explores the evolution of federal government policy on education during the past 20 years, points out trends likely to influence future policy, and projects possible future responses to these trends. The roles of educational interest groups instrumental in passing the legislation are described. (PP)

Examined teachers' experiences in charter and public schools to investigate how deregulation policies affected teaching conditions. Results indicated that the most autonomous schools (charter schools) were not necessarily favored by teachers. Greater autonomy for teachers was accomplished by expanded roles and responsibilities in deregulated…

Some of the six themes about high stakes testing, based on English, Welsh, and American research, include: not all stakes are perceived as equally high; pressure to respond to tests comes from more than formal stakes; external pressure is useful for changing content taught; and external pressure is less effective in changing instructional strategy…

This article reports on the extensive qualitative and quantitative findings of a multi-method participatory study designed to assess urban and suburban youths' experiences of racial class justice or injustice in their schools and throughout the nation. Constructed as a letter to Zora Neale Hurston, who was immediately critical of the Brown…

Data from a national survey of high school students were examined to determine the effects of increased mathematics requirements on the kinds of mathematics students studied, dropout rates, achievement test score gains, and the association of socioeconomic status with test scores and dropping out. Results found little effect on probability of…