ABSTRACT
The year is 2007—five years since the landmark No Child Left Behind Act (NCLB) became law and the year when reauthorization talks begin in earnest. The purpose of this volume is to contribute to those discussions, as well as to ongoing implementation efforts in the field, by bringing the insights of sociological theory and research to bear on the design and implementation of the Elementary and Secondary Education Act (ESEA), of which NCLB is but the latest iteration.
