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.
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