Annalee Good

Examines the No Child Left Behind (NCLB) program. Studies the impact of out-of-school time (OST) tutoring on student reading and mathematics achievement that link provider attributes and policy and program administration variables to tutoring program effectiveness. Argues that many students are not getting enough hours of high-quality, differentiated instruction to produce significant gains in their learning, in part because of high hourly rates charged by providers for tutoring. Identifies strategies and policy levers that school districts can use to improve OST tutoring policy design and launch improved programs as waivers from NCLB are granted.

Examines the character and quality of instruction in afterschool tutoring programs mandated under No Child Left Behind. It draws upon a mixed-method, longitudinal study to examine the nature of the instructional setting to suggest reasons for a lack of significant effects on academic achievement.

Argues that in the rush to adopt and expand digital learning, many considerations are being overlooked that will have major consequences for the future of American public education.

Addresses ways in which secondary American history textbooks reflect and perpetuate the normative American story and identity by framing American Indians as the “first Americans,” while at the same time silencing indigenous voices in the telling of their own stories.

Examines how the nature of the federal role in American Indian education has changed dramatically over the last two centuries, shifting from generally disinterested in the early nineteenth century, to aggressively assimilationist at the turn of the twentieth century, and finally, to greater attention on self-determination within the last thirty years. Offers an analysis of official publications from this era, shedding light on the structure, motivation, and implications of strong federal involvement in American Indian education.