By Sherman Dorn
To appreciate the present second in class responsibility, one needs to comprehend the bigger contradictions in schooling politics. responsibility Frankenstein presents a broader point of view at the tuition responsibility debate via exploring the contradictions inherent in high-stakes trying out. responsibility Frankenstein explains the historic and social origins of test-based responsibility: the political roots of responsibility, why we belief try out rankings whereas we mistrust lecturers, the assumptions in the back of formulaic responsibility platforms, and the weaknesses with the present carrot-and-stick method of motivating academics. responsibility Frankenstein solutions the questions of educators and oldsters who are looking to comprehend the origins of responsibility. This ebook demanding situations the ideals of fierce advocates and competitors of highstakes checking out. It presents a rescue plan for responsibility after the disasters of high-stakes trying out, a plan to make responsibility clever, democratic, and actual.
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Extra resources for Accountability Frankenstein. Understanding and Taming the Monster
New York Education Law §801 reads, in part, [T]he regents of The University of the State of New York shall prescribe courses of instruction in patriotism, citizenship, and human rights issues, with particular attention to the study of the inhumanity of genocide, slavery (including the freedom trail and underground railroad), the Holocaust, and the mass starvation in Ireland from 1845 to 1850. (emphasis added; see Hernandez, 1996) 6. 7. 8. 9. 10. The growing prominence of education in political campaigns does not eliminate the importance of school board elections—they are stepping stones to other offices, frequently—or the way that local politics do determine many practices in schooling.
Triage There is significant evidence that schools under pressure to raise test scores engage in various strategic efforts to game the system (Jacob, 2005). One such effort is educational triage, focusing intervention on a limited set of students who “count” the most in the particular accountability system (Gillborn & Youdell, 2000). Booher-Jennings (2005) describes two forms of triage in a Texas elementary school. One form of triage was the identification and concentration of resources on students “on the bubble” of passing the state test, spending far less effort on students who were anticipated to pass easily and also removing resources and time from students whose skills were the weakest.
Charter-school proponents had been mis- 26 S. DORN led by the domination of education policy debates by test scores and thereby distorted the fundamental issues central to charter schools in the first place. High-stakes accountability has evolved from several political threads in the past half-century. Both human-capital arguments and civil-rights arguments have led politicians to want some system to hold schools accountable in terms of how they spend money and what children learn. This desire is both for transparency in what happens in schools—to make the outcomes public—and also to provide a mechanism that allows bureaucratic responses to those outcomes, to improve education generally and to reduce inequities.
Accountability Frankenstein. Understanding and Taming the Monster by Sherman Dorn