By Linda Skrla, James Joseph Scheurich
Regardless of the serious political consciousness that has been enthusiastic about responsibility, on standardized trying out, and at the fairness results of either responsibility and checking out, the good majority of modern debate in schooling coverage circles has didn't attend to both the dynamism or complexity of those concerns and has, in its place, been performed in a dualistic, stable as opposed to evil, type. by contrast, the scholarship accumulated during this vital new quantity is designed to maneuver past the existing 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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There is no doubt that TAAS pass rates for students have improved in these four districts. Scheurich and his colleagues assert that these gains are largely attributable to use of the “Effective Schools” process, initiated by the late Ronald Edmonds, in which strong administrative leadership and high expectations for students play key roles in promoting high academic achievement. Additional Concerns Undoubtedly, the administrators and teachers in the four “best of the best” districts have been hard at work trying to raise the academic performance of all students.
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. Of course, this is not the case. Thus standards-based school reform misses the mark. , inferior schools). We agree with Arthur Pearl (2002) who notes that “school failure [and success] can be fully understood only when analyzed in the broadest political, economic, and cultural contexts.
Dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. C. (1999, April). ”: A field note on the political realities and perceptions in modify ing Kentucky’s high-stakes accountability system. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. L. (2000). Assessments and accountability. Educational Researcher 29(2), 4–16. McNeil, L. (2000). Creating new inequalities: Contradictions of reform. Phi Delta Kappan 81(10), 728–34.