Accountability and Educational Equity in the Transformation of an Urban District

In the fall of 1999, began to work as part of a research team that was assembled to explore the effects of district leadership on academic outcomes with low-income children and children of color. During the course of that project, I was able to interview a considerable number of central office personnel, administrators, teachers, parents, and other community members in four districts in Texas that were experiencing remarkable levels of successful achievement with African American and Latino children. That study focused on identifying the best practices in four school districts across the state: Aldine Independent School District (ISD), Brazosport ISD, San Benito Consolidated ISD (CISD), and Wichita Falls ISD. The explicit objective of the project was to learn how certain districts in the state of Texas are managing to achieve high levels of performance with low-income children of color and to disseminate the findings to key organizations and persons in hopes of effecting statewide reform quickly and efficiently. Although I acknowledge that the plan to identify the best practices across several school districts represents a legitimate approach given the objective of bringing about statewide educational reform, I feel it is also imperative not to lose sight of the richness that the study of the singularity (Bassey, 1999) can provide. Hence, in this article I adopt a case study approach to explore, in depth, the details of how Aldine ISD has managed to move from being a district in which token representations of minority achievement were conceptualized as evidence of districtwide success with children of color to becoming a district in which success for all children is the operating paradigm

Academic achievement · Accountability · Best practice · Equity (law · Pedagogy · Political science · Public relations · Sociology · Parental Involvement in Education · Psychology · School Choice and Performance · Teacher Education and Leadership Studies

• Equity Traps

  Open Access•Kathryn Bell Mckenzie, J J Scheurich•Educational Administration…•2004

  Incluir item

• Expectations and experiences

  Vicki Stieha•International Journal of…•2009

  Incluir item

• Rupture and repair

  Open Access•Miriam Raider-Roth, Vicki Stieha et al.•Teaching and Teacher Education•2012

  Incluir item

• Statewide Assessment Triggers Urban School Reform but How High the Stakes for Urban Minorities

  Open Access•Laurence Parker•Education and Urban Society•2001

  Incluir item

• Obama’s Education Plan

  Open Access•M Felicity Rogers-Chapman•Education and Urban Society•2015

  Incluir item

• Conclusion

  Open Access•Henry T Trueba•Education and Urban Society•2001

  Incluir item

• Using an Aligned System to Make Real Progress for Texas Students

  Open Access•Susan Sclafani•Education and Urban Society•2001

  Incluir item

• Below the Bubble

  Open Access•Jennifer Booher-Jennings, Jennifer Booher‐Jennings•American Educational Research…•2005

  Incluir item

• Accountability and Single-Sex Schooling

  Open Access•Kathryn Herr, Kathryn G Herr et al.•American Educational Research…•2004

  Incluir item

• Basics of qualitative research

  Anselm Strauss, Juliet Corbin et al.•Basics of qualitative research•2008

  Incluir item

• Reconstructing Conceptions of Local Capacity

  Open Access•James P Spillane, Charles L Thompson•Educational Evaluation and Policy…•1997

  Incluir item

• The bell curve

  Charles A Murray, Richard J Herrnstein•The bell curve•1996

  Incluir item

• Performativities and fabrications in the education economy

  Open Access•Stephen Ball, Stephen J Ball•The Australian Educational…•2000

  Incluir item

• Assessments and Accountability

  Open Access•Robert L Linn•Educational Researcher•2000

  Incluir item

• But Sometimes You're Not Part of the Story

  Open Access•Antoinette Errante•Educational Researcher•2000

  Incluir item

• Discretion in the Translation of Research to Policy

  Barbara M Taylor, Richard C Anderson et al.•Educational Researcher•2000

  Incluir item

• Social Class Differences in the Relevance of Language to Socialization

  Open Access•Basil Bernstein, Dorothy Henderson•Sociology•1969

  Incluir item