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

Ronald W. Marx and Christopher J. Harris
The Elementary School Journal
Vol. 106, No. 5 (May 2006), pp. 467-478
DOI: 10.1086/505441
Stable URL: http://www.jstor.org/stable/10.1086/505441
Page Count: 12
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
No Child Left Behind and Science Education: Opportunities, Challenges, and Risks
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Abstract

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.

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