As red ink continues to recede from state budgets nationwide, states and districts will find new opportunities to make smart investments in public education. The administrators who recognize the lessons of No Child Left Behind – both good and bad – will make the smartest choices.

Should No Child Left Behind be thought of as a well-intentioned initiative that failed? Or did it make some progress in its stated goal of improving academic achievement, particularly for disadvantaged students?

US urban school districts are successfully innovating to improve students' performance in reading and math, but more work must be done. The key to continued improvements is reforming these districts' instructional and organizational practices and supporting effective implementation of new Common Core State Standards.

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These recommended changes to Title I--a key provision of No Child Left Behind--could make significant improvements when it comes to what goes on in America’s schools and school systems day-to-day.

How do supplemental educationonial services impact student achievement and what makes SES effective or why does it fails?

This timely book brings together a remarkable group of authors who examine the federal role in education policy and reform during the past fifty years.