Gail L Sunderman
Biographic Data
| ID | 1478439 |
|---|---|
| NAME | Gail L Sunderman |
| GIVEN NAMES | Gail L |
| FAMILY NAME | Sunderman |
| SIGNATURE | SUNDERMAN G L |
| AFFILIATIONS | K–12 education for the Civil Rights Project at Harvard University, 125 Mt. Auburn Street, Cambridge, MA 02138; . Her research focuses on educational policy and politics and urban school reform, including the development of education policy and the impact of policy on the educational opportunities for at-risk students |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 3 |
School desegregation, school re-zoning, and growth management in two Maryland counties
This article examines how school and non-school policies interact to reinforce or disrupt school segregation in the context of suburban communities and how these systems are maintained by structural and institutional mechanisms. Methodologically, we use a case study approach to delve deeply into the interpretation and implementation of school attendance zone redesign and non-school policies, specifically land use policies and tools. We draw on ne…
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
The federal accountability system, made universal through the No Child Left Behind Act of 2002, is a system driven by quotas and sanctions, stipulating the progression of underperforming schools through sanctions based on meeting performance quotas for specific demographic groups. The authors examine whether the current federal accountability system is likely to succeed or fail, by asking, Does the sanctions-driven accountability system work? Is …
Education Accountability as a Presidential Priority: No Child Left Behind and the Bush Presidency
In his visit to a North Carolina school that had shown significant improvement in October 2006, President George W. Bush proclaimed that the No Child Left Behind Act of 2001 (NCLB) was a success. "The gap is closing," said the President, "How do we know? Because we're measuring." (Fletcher and Baker 2006). The President's remarks referred to two key features of the federal legislation. First, states are required to test students annually in grade…
Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
How Bureaucratic Are Big-City School Systems
Social scientists who study governmental organizations are heavily influenced by Weber's (1978) conceptualizations of modern bureaucracy. The pursuit of goals by organizations, the growth of specialization and technical expertise, and a chain of legitimate command that is hierarchically arranged are among the bureaucratic constructs derived from Weber and used to describe the administrative apparatus of formal organizations. Using historical anal…
Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools
Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools* The 1994 Improving America's Schools Act mandated that rigorous national standards be applied to all students, including those receiving Title I services. States and districts adopted policies to meet this new federal policy challenge, as well as policies aimed at improving the educational program in sch…
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
The federal accountability system, made universal through the No Child Left Behind Act of 2002, is a system driven by quotas and sanctions, stipulating the progression of underperforming schools through sanctions based on meeting performance quotas for specific demographic groups. The authors examine whether the current federal accountability system is likely to succeed or fail, by asking, Does the sanctions-driven accountability system work? Is …
Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
Education Accountability as a Presidential Priority: No Child Left Behind and the Bush Presidency
In his visit to a North Carolina school that had shown significant improvement in October 2006, President George W. Bush proclaimed that the No Child Left Behind Act of 2001 (NCLB) was a success. "The gap is closing," said the President, "How do we know? Because we're measuring." (Fletcher and Baker 2006). The President's remarks referred to two key features of the federal legislation. First, states are required to test students annually in grade…
Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools
Implementing Title I Schoolwide Programs in a Complex Policy Environment: Integrating Standards and School Reform in the Chicago Public Schools* The 1994 Improving America's Schools Act mandated that rigorous national standards be applied to all students, including those receiving Title I services. States and districts adopted policies to meet this new federal policy challenge, as well as policies aimed at improving the educational program in sch…
How Bureaucratic Are Big-City School Systems
Social scientists who study governmental organizations are heavily influenced by Weber's (1978) conceptualizations of modern bureaucracy. The pursuit of goals by organizations, the growth of specialization and technical expertise, and a chain of legitimate command that is hierarchically arranged are among the bureaucratic constructs derived from Weber and used to describe the administrative apparatus of formal organizations. Using historical anal…
Measuring Academic Proficiency Under the No Child Left Behind Act: Implications for Educational Equity
The accountability requirements of the No Child Left Behind Act of 2001 place high-poverty schools and racially diverse schools at a disadvantage because they rely on mean proficiency scores and require all subgroups to meet the same goals for accountability. In this article, student achievement data from six states are used to highlight differences in the demographic characteristics of schools identified as needing improvement and schools meetin…
Education Accountability as a Presidential Priority: No Child Left Behind and the Bush Presidency
In his visit to a North Carolina school that had shown significant improvement in October 2006, President George W. Bush proclaimed that the No Child Left Behind Act of 2001 (NCLB) was a success. "The gap is closing," said the President, "How do we know? Because we're measuring." (Fletcher and Baker 2006). The President's remarks referred to two key features of the federal legislation. First, states are required to test students annually in grade…
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
The federal accountability system, made universal through the No Child Left Behind Act of 2002, is a system driven by quotas and sanctions, stipulating the progression of underperforming schools through sanctions based on meeting performance quotas for specific demographic groups. The authors examine whether the current federal accountability system is likely to succeed or fail, by asking, Does the sanctions-driven accountability system work? Is …
School desegregation, school re-zoning, and growth management in two Maryland counties
This article examines how school and non-school policies interact to reinforce or disrupt school segregation in the context of suburban communities and how these systems are maintained by structural and institutional mechanisms. Methodologically, we use a case study approach to delve deeply into the interpretation and implementation of school attendance zone redesign and non-school policies, specifically land use policies and tools. We draw on ne…
Political science (6 works) · Economics (4 works) · Public Administration (4 works) · School Choice and Performance (4 works) · Accountability (3 works) · Law (3 works) · Law (3 works) · Mathematics education (3 works) · Politics (3 works) · Psychology (3 works)