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Education and Urban Society
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The Political Tension of Education as a Public Good

The Voice of a Martin Luther King, Jr., Scholar

Jacob Easley, II

Mercy Cliilege

This article discusses the inherent political nature of educational systems and the tensions that arise between this political nature and the agenda to promote education as a public good. Current debates about the efficacy of the No Child Left Behind Act (NCLB) are used to illustrate this point. Although there is promise in the goals of NCLB, the author contends that issues regarding equitable educational funding within states and civil liberties for all students must continually remain in the forefront for this act to actualize education as a public good.

Key Words: No Child Left Behind Act • NCLB • educational change • politics

Education and Urban Society, Vol. 37, No. 4, 490-505 (2005)
DOI: 10.1177/0013124505277840
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This article has been cited by other articles:


Home page
 Educational PolicyHome page
W. H. Sherman
No Child Left Behind: A Legislative Catalyst for Superintendent Action to Eliminate Test-Score Gaps?
Educational Policy, September 1, 2008; 22(5): 675 - 704.
[Abstract] [PDF]