By Linda Skrla, James Joseph Scheurich
Regardless of the serious political awareness that has been curious about responsibility, on standardized checking out, and at the fairness results of either responsibility and trying out, the good majority of contemporary debate in schooling coverage circles has did not attend to both the dynamism or complexity of those concerns and has, as an alternative, been performed in a dualistic, sturdy as opposed to evil, type. by contrast, the scholarship accumulated during this vital new quantity is designed to maneuver past the present dualism and to push the discourse approximately responsibility, checking out, and academic fairness in public colleges usefully ahead, and to supply a much-needed source for researchers, coverage makers, and practitioners.
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Regardless of the serious political realization that has been concerned with responsibility, on standardized checking out, and at the fairness results of either responsibility and trying out, the good majority of modern debate in schooling coverage circles has did not attend to both the dynamism or complexity of those concerns and has, in its place, been conducted in a dualistic, solid as opposed to evil, style.
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Additional info for Educational Equity and Accountability: Paradigms, Policies, and Politics
National Education Goals Panel. Haney, W. (2000, April). The myth of the “Texas miracle” in educational reform. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. Hood, S. (1998) Culturally responsive performance-based assessment: Conceptual and psychometric considerations. Journal of Negro Education 67(3), 187–96. F. (1998). The promise of school reform in Texas. html> Keating, P. (2000). Understanding standards. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
FOLEY failure in addressing the reform of our nation’s public schools (Valencia, 2000a). For example, such inattention by the state of Texas and its expert witnesses to past discrimination was clearly seen in the GI Forum et al. v. Texas Education Agency et al. court case. The state strongly underscored its need for a high-stakes test as a standard for graduation, yet was ahistorical regarding the plight of students of color. The logic of having an exit examination linked to high-school graduation makes sense in a perfect world in which equal educational opportunity exists.
We especially need to be careful and thoughtful because these systems, with all their evident flaws, may provide us with a historic opportunity to permanently alter the norm for success with low-income children of all races. It is exceedingly important that our failure with low-income children of all races be publicly acknowledged. Creating a high-profile public mandate for achieving true success for all children, an outcome supported by both major parties and by most business leaders, is a democratic necessity.
Educational Equity and Accountability: Paradigms, Policies, and Politics by Linda Skrla, James Joseph Scheurich