Will Race to the Top Have the Same Mixed Results No Child Left Behind had on Student Learning? Quality Approaches in Higher Education Dec 2013 Article
Abstract: Quality Approaches in Higher Education Dec 2013 article: Will Race to the Top Have the Same Mixed Results No Child Left Behind had on Student Learning and Preservice Teacher Preparation? by Marlene M. Hurley, Fernando F. Padró, and Michael F. Hawke Race to the Top (RTTT) creates concerns for researchers and teachers (Owens, 2009) because of its emphasis on high-stakes testing and the continued lack of collaboration among educators, researchers, and policy makers. These laws reflect Foucault’s notion of governmentality due to the approach taken to meet the aims of both the Bush and Obama administrations. This four-step study looked into the impact No Child Left Behind (NCLB) had on preservice teacher preparation based on the integrated math-science (IMS) model. A review of the literature identified 16 studies on IMS that provided the basis for a national survey to determine the reasons for offering IMS, the successes and challenges of the model, and the future of IMS at their higher education institutions (HEI). The number of IMS courses was lower than found in catalogs and the overall rate of IMS courses during 2004-05 was comparable to that in the 1950s.
Keywords: Quality Approaches in Higher Education - Assessment/Surveys