The book is a 'must read' for scholars and policymakers interested in the legal foundations of education governance. It provides a much needed primer on the evolution of U.S. education policy to date and, at its core, a careful analysis of the courts' increasing role in the regulation of education policy in the face of complex yet too often inconclusive research evidence. I will use it in my graduate teaching."
Roger D. Goddard
University of Michigan School of Education This book addresses a timely and significant issue: the promises and pitfalls associated with the involvement of courts in standards-based education reform initiatives. Ensuring meaningful opportunity to learn for all students, particularly those most at risk of educational failure, is the nation's most critical educational challenge. The role of law, both legislated and judge-made, in enhancing opportunity to learn, is an important focus of inquiry. The field of
education law is at a crossroads, with the interface of social science, public policy, and legal decision-making taking on an increasingly important role. This book provides insight into judges' responses to standards-based education reform initiatives, with particular focus on the role of social
science evidence in judicial decision-making."
Boston College The Courts and Standards-Based Education Reform is a meticulously researched, accessible, and insightful examination of the changing role of the judiciary in education policy. Dr. Superfine deftly weaves historical, legal, and education policy analyses into a compelling interdisciplinary story that expands our knowledge of the development and implementation of standards-based reforms, including No Child Left Behind. At the same time, Dr. Superfine
effectively employs standards-based reforms as a window though which to provide a penetrating look at courts and how they have begun to develop new roles and lines of reasoning that have significant implications for education policy generally. This book makes a significant contribution to our understanding of the
messy, complicated, and ambiguous institutional realities of education policy."
Mark A. Smylie,
University of Illinois at Chicagoshow more