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John Chubb shows how we can raise student achievement to levels through a radically new strategy for raising teacher quality. He asserts that we must attract and retain much higher-calibre individuals in teaching by reducing the size and increasing the compensation of the teaching force via technology, abolishing licensing and training teachers in institutions and programmes that have demonstrated their efficacy in producing effective, and imp...

Can the Government Govern? argues that the problems of American government are inherently and substantially insitutional and discusses the politically difficult requirements for overcoming it. In so doing, this volume opens the debate and public discussion necessary for change.

The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers for years. This book provides, for the first time in one place, evidence that the achievement gap can be bridged.

Topics include: Part One: Voters and Elections The New Two-Party System The Economic Basis of Reagan's Appeal Incumbency and Realignment in Congressional Elections Campaigning, Governing, and the Contemporary Presidency The Republican Advantage in Campaign Finance The Rise of National Parties Part Two: Institutions and Policy New Patterns of Decisionmaking in Congress The Politicized Presidency Federalism and the Bias for Centralization Contro...

The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers for years. This book provides, for the first time in one place, evidence that the achievement gap can be bridged.

During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and he nations's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem

During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of ...

The authors assess the sucess of the British experience with school choice, the Education Reform Act of 1988, and contends that it can well serve as a model for American school reform.

Public schools face the challenge of educating large numbers of students for whom learning does not come easily. They are institutions with long-established practices, often protected by politics and therefore highly resistant to change. The Best Teachers in the World explains why changing traditional approaches to improving our schools is critical and tells how to achieve such change.

Presents a convincing case that, despite the controversy it has ignited, the US No Child Left Behind (NCLB) law is making a positive difference and should be renewed. It outlines ten specific lessons and recommendations that identify the strengths and weaknesses of NCLB and offers suggestions for improving the law, building on its current foundation.