ABSTRACT
Robin Henke, a researcher at MPR Research Associates, led a team in a study intended to uncover the broad patterns of how teachers across the United States at the elementary and secondary levels were teaching day to day. The study was sponsored by the National Center for Education Statistics and was based on the results of National Center for Education Statistics national Teacher Follow-up Survey administered by the NCES during the 1994–1995 school years. The year 2002 was pivotal for elementary and secondary education in the United States due to passage of the No Child Left Behind Act. The new law represented a grand compromise between Congressional Democrats and Republicans. Democrats wanted more federal funding for schools as an anti-poverty measure. In the 1970s, several academics independently and simultaneously published theoretical works suggesting that schools, by and large, prepared students for future jobs based on their social class.
