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Making Failure PayFor-Profit Tutoring, High-Stakes Testing, and Public Schools$
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Jill P. Koyama

Print publication date: 2010

Print ISBN-13: 9780226451732

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226451756.001.0001

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Neglecting Failure: Ignoring the Need for “Help”

Neglecting Failure: Ignoring the Need for “Help”

Chapter:
(p.95) 5 Neglecting Failure: Ignoring the Need for “Help”
Source:
Making Failure Pay
Author(s):

Jill P. Koyama

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226451756.003.0005

The juxtaposition of the stated goal to fix failure and the daily actions in which failure was admittedly ignored illuminates the ways in which failure was made to matter through inactions. This chapter demonstrates that failure can be constructed through everyday actions. No Child Left Behind (NCLB), like all policy, has gaps of ambiguity—spaces in which actors can take “charge” and establish, for themselves and often others, elements of the policy that may or may not be in line with the initial stated aims of NCLB. Policy is made in many contexts by diverse actors, and supplemental educational services (SES) mandates link an increasing variety of public and private policy mediators, each of whom makes claim to policy authority. NCLB steers action toward school failure in a generic manner—i.e., local educational agencies, schools, and SES providers must do something about it—but what exactly they do is somewhat flexible.

Keywords:   school failure, policy, educational agencies, charge, NCLB

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