Meeting the basic educational needs of children and youth

Aaron M. Pallas

Children and Youth Services Review, 2010, vol. 32, issue 9, 1199-1210

Abstract: This article examines policies and programs designed to meet the basic educational needs of American children and youth, with an emphasis on promoting cognitive skill development through K-12 schooling. Building on an appraisal of the weak technology for promoting cognitive development and the lack of a robust research literature on what works, I examine patterns in educational achievement across the nation, and their association with students' social characteristics, and follow with an assessment of the standing of the U.S. in international perspective. I then consider the federal role in K-12 education, particularly the legacy of the No Child Left Behind Act, and subsequent concerns with increasing teacher capacity and system-changing via increased school choice. Because these policy strategies lack a powerful theory of teaching and learning, their potential for enhancing student achievement remains more a matter of faith than of certainty.

Keywords: School; reform; Education; policy; School; resources (search for similar items in EconPapers)
Date: 2010
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0190-7409(10)00087-3
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:32:y:2010:i:9:p:1199-1210

Access Statistics for this article

Children and Youth Services Review is currently edited by Duncan Lindsey

More articles in Children and Youth Services Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().