Today, nearly 70 percent of inner-city fourth graders are unable to read at a basic level. American high school seniors trail students in Cyprus and South Africa on international math tests. And nearly a third of our college freshmen must take remedial courses before beginning regular college-level courses.
To combat these sad realities, the federal government implemented the No Child Left Behind Act in January 2002. As the 2004 presidential election draws closer, this act is coming under increasing scrutiny. Supporters say the act is a much-needed reform. Critics, however, claim that the policies do not reflect the realities that many schools face and such rigid standards ultimately inhibit the teaching and learning processes.
The Clearing House, the distinguished bimonthly educational journal, seeks articles discussing various aspects of the act and its effect in the classroom. Topics could include assessment, accountability, literacy, funding, and school vouchers. We encourage both proponents and challengers of the act to submit. Manuscripts should be submitted by July 1.
The Clearing House prefers articles that do not exceed 2,500 words. We also publish shorter pieces of fewer than 600 words. Manuscripts are blind reviewed by peers in the field; the author receives notification of acceptance, need for revision, or rejection. Accepted manuscripts will appear in the September/October 2004 issue.
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