Standards, Accountability, and School Reform
Bibliographic Data
| ID | 23337641 |
|---|---|
| Authors | Linda Darling-Hammond (0000-0003-0795-0618, Stanford University School of Education, corresponding author) |
| Year | 2004 |
| Volume | 106 |
| Issue | 6 |
| Pages | 1047-1085 |
| Publication date | 2004-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teachers College Record The Voice of Scholarship in Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-4681 • E-ISSN: 1467-9620 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1111/j.1467-9620.2004.00372.x |
| OpenAlex | W2030137462 |
| Language | EN |
| Citations received | 85 |
| References cited | 21 |
The standards-based reform movement has led to increased emphasis on tests, coupled with rewards and sanctions, as the basis for “accountability” systems. These strategies have often had unintended consequences that undermine access to education for low-achieving students rather than enhancing it. This article argues that testing is information for an accountability system; it is not the system itself. More successful outcomes have been secured in states and districts, described here, that have focused on broader notions of accountability, including investments in teacher knowledge and skill, organization of schools to support teacher and student learning, and systems of assessment that drive curriculum reform and teaching improvements.
Accountability · Business · Curriculum · Mathematics education · Pedagogy · Political science · Public relations · Reform movement · Sanctions · Unintended consequences · Educational Assessment and Improvement · Law · Psychology · Public Administration · Student Assessment and Feedback · Teacher Education and Leadership Studies
Equalizing Postsecondary Transition for At-Promise Youth Receiving Special Education Services
Accountable to Whom
Liderazgo para la Justicia Social
Professional Learning and the Unfinalizable
La identidad de las educadoras diferenciales en tiempos de políticas de accountability
“Boots on the ground”
Mission, money, and membership
Interrogating Social Justice Paradigms in School Finance Research and Litigation
Es Posible Transformar las Prácticas Evaluativas Mediante el Trabajo Colaborativo? Una Mirada Inclusiva a la Evaluación en Aula
Media accounts of school performance
National literacy assessment
Accountability E Avaliação De Sistema Do Brasil E Do Uruguai
New Immigrants, New Challenges
The New Literacies of Online Research and Comprehension
Centering Equity in Teacher Education Evaluation
High-Stakes Teaching
From performance to shared responsibility? School self-evaluation and accountability in a territorial education policy
Person-environment fit theory and teachers’ accountability as context-dependent
Experiential Knowledge as Capital and Resistance among Families from Mexican Immigrant Backgrounds
Contemporary trends in professional development of teachers
Analysing test scripts to improve language materials in the Solomon Islands
A Shift in School Reform
Hot Leadership, Cool Leadership
Institutional characteristics moderating the relationship between classroom socioeconomic composition and teacher qualifications
Exploring the factors influencing teachers’ instructional data use with electronic data systems
The roles of teacher autonomy and personal accountability in explaining Turkish teachers’ job satisfaction
School Governance Through Performance-Based Accountability
Leading instructional improvement in elementary science
‘I cannot sustain the workload and the emotional toll’
School Segregation in the Era of Accountability
The where , who , and what of poverty in schools
Understanding accountability from a microanalysis of power dynamics in a specialized STEM school
Literacy assessment that counts
Even the dead will not be safe’
The song remains the same
Focusing the gaze
Teachers becoming curriculum curators
We want transformation, not reformation”
Teaching by Conscience or Accountability? Academics’ Perceptions and Responsibilities at two Universities in China
The (limited) use of local-level assessment system
Promoting learner-centred education amid the culture of test-based accountability
Language, Experience and Professional Learning (What Walter Benjamin Can Teach Us)
‘Crude Thinking’ or Reclaiming Our ‘Story‐Telling Rights’. Harold Rosen's Essays on Narrative
English and the Knowledge Question (Revisited)
Research-practice partnerships “On the Ground”
Iran’s university admission programme at change
School accountability and teachers’ grading in a low-stakes system
Pedagogy for developing critical thinking in adolescents
Beginning teacher standards for physical education
Third-generation Mexican American Teachers’ Cultural Responsiveness
Becoming a Culturally Responsive Special Educator Amidst School/University Partnerships
Non-word ( buyan ) and non-self ( wuji )
The challenge of post-normality to drama education and applied theatre
Family context of mindset matters
Contradictory policy demands – perspectives on educational leaders’ shared responsibility for educational improvement
The making of the standard pupil through national final assessment criteria
Common Purposes
Weaving a Fabric of World History? An Analysis of U.S. State High School World History Standards
Asian Americans in American History
Revealing Praxis
Testing Historical Knowledge
Promise Neighborhoods
Un-standardizing Curriculum
Students’ Critical Meta-Awareness in a Figured World of Achievement
Teaching Beyond Normalisation
Principles for literacy assessment
Status versus growth
Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
Successes and Challenges of the “New” College- and Career-Ready Standards
Securing the Right to Learn
Leadership Roles of Administration Under the Common Core Reform
Accountability Policy, School Organization, and Classroom Practice
Virtually Unpacking Your Backpack
Relocating the Deficit
Practicing Justice, Justifying Practice
My supervisors first check school cleanliness
Education in Real Time
Neoliberal Education Reform and the Perpetuation of Inequality
Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests
Where the Rubber Meets the Road
School Reform 2007
Teacher Education and the American Future
Children of Reform
Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching
Gender and Schooling
Designing Coherent Education Policy
Teacher Quality and Student Achievement
Doing harm by doing good
The Closing Door
The stress of secondary school for vulnerable students
Multiple Retentions
The Uses and Limitations of Personal or Personalized Writing in Writing Theory, Research, and Instruction
Beyond Fourth-Grade Science
Assessments and Accountability
Where's Room 185
| Unique citing works | 85 |
|---|---|
| Citations per year | 4,05 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 70 |