Can State Accountability Systems Drive Improvements in School Performance for Children of Color and Children from Low-Income Homes
Bibliographic Data
| ID | 9729556 |
|---|---|
| Authors | Edward J Fuller (Centre for Policy Studies, corresponding author), Joseph F Johnson (0000-0001-6239-0380, University of Texas at Austin–Charles A. Dana Center) |
| Year | 2001 |
| Volume | 33 |
| Issue | 3 |
| Pages | 260-283 |
| Publication date | 2001-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124501333003 |
| OpenAlex | W2043669984 |
| Language | EN |
| Citations received | 10 |
States and school districts throughout the nation have developed or are developing accountability systems to spur improvement in student achievement. Researchers, policy makers, and practitioners have both praised and criticized accountability systems, particularly concerning their impact on children of color and children from low-income homes. Do accountability systems harm the education of children of color and children from low-income homes, or do these systems drive educational improvements for these students? Few state accountability systems have been in place long enough to help answer this question; however, the Texas public school accountability system has been in place for several years, providing a useful case for analyzing the impact of accountability systems on student achievement. Additionally, Texas is a useful case for study because of the wealth of disaggregated student achievement data available through the state education agency. If the accountability system in Texas were driving improvements in student performance (particularly for children of color and children from low-income homes), one would expect to see substantial increases in student achievement over time on multiple measures of student performance, including the state's Texas Assessment of Academic Skills (TAAS). One would expect to see increases for children of color and children who meet low-income criteria. Furthermore, one would expect to see those increases result in a narrowing of the achievement gap when their performance is compared with that of White students and students with typical family incomes. One would expect the improvements to be a fair reflection of the performance of all students without the omission or exclusion of significant populations of students. Furthermore, one would hope that the results would represent real improvements in student achievement, as opposed to artificial indicators of success. Finally, if the accountability system were to be considered at lea
Academic achievement · Accountability · Agency (philosophy · Harm · Mathematics education · Political science · Social science · Sociology · Standardized test · Educational Assessment and Improvement · Law · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
From beginning to mature
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Gubernatorial Reactions to No Child Left Behind
Accountability, Fiscal Management, and Student Achievement in East St. Louis, Illinois 1994-2006
Urban CEO Superintendents’ Alternative Strategies in Reducing School Dropouts
Statewide Assessment Triggers Urban School Reform but How High the Stakes for Urban Minorities
Conclusion
Promoting Educational Equity in a Period of Growing Social Inequity the Silent Contradictions of Texas Reform Discourse
Using an Aligned System to Make Real Progress for Texas Students
Accountability and Single-Sex Schooling
| Citations per year | 0.4 |
|---|---|
| Citation span | 2001 - 2026 (26) |
| Highly cited | No |