Paper Summary:

This paper uses change management theories, which suggest two-way communication within a clear power structure and a blueprint for planned change, to explain why this Act has failed. The author points out that, when mandating the NCLB Act, the federal government gave control of effecting these changes over to the states and neither fully funded them nor arranged for them to be overseen in a coherent fashion; therefore, change was not implemented completely because of power struggles, miscommunication, lack of incentive, and funding. The paper suggests that, in the future, if change is to be wrought federally in a systematic top-down fashion, it may be necessary to overhaul the entire system by which public education is provided, so that the hierarchy is responsive to federal demands and under the direct supervision and direction of a national department of policy and curriculum.

Table of Contents
Introduction
NCLB Implementation
Assessing the Problem through Change Management, Systems Thinking and Organizational Development Principles
Suggested Strategy for Facilitating Educational Reform in the United States

From the Paper:

"The NCLB mandated changes certainly apply as having an affect on the accountability structure of the education superstructure. In addition to creating strict standards for accountability, it gives far more power regarding the daily control and domination of the school system into the federal government and national bureaucracies than was previously located there. So one may see that this bill does represent is in fact a form of organizational change, both of accountability and power structure. Because it is a vast sort of change, one can see that it must be treated with finesse if utter havoc (which some teachers predict) is to be avoided."

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