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 viewpoint at the college responsibility debate via exploring the contradictions inherent in high-stakes checking out. responsibility Frankenstein explains the old and social origins of test-based responsibility: the political roots of responsibility, why we belief attempt ratings whereas we mistrust lecturers, the assumptions at the back of formulaic responsibility platforms, and the weaknesses with the present carrot-and-stick method of motivating lecturers. responsibility Frankenstein solutions the questions of educators and oldsters who are looking to comprehend the origins of responsibility. This publication demanding situations the ideals of fierce advocates and rivals of highstakes trying out. It offers a rescue plan for responsibility after the disasters of high-stakes trying out, a plan to make responsibility clever, democratic, and genuine.
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Extra resources for Accountability Frankenstein. Understanding and Taming the Monster
Gordon, 2005). The liberals were familiar with the human-capital rhetoric, and key Democrats in Congress had been keenly interested in the evaluation of Title I programs for many years (also see McGuinn, 2006). Policy Feedback and Accountability The story just told about the No Child Left Behind Act, civil-rights rhetoric, and federal regulation and oversight is an example of policy feedback. Policy feedback refers to a relationship between the mechanics of policy and later debates about that policy and related social issues.
In the last 20 years, that dividing line has become even more blurred with two developments: the creation of voucher programs, where public funding is directed to private schools; and the creation of charter schools, which combine some aspects of public control and accountability with greater freedom to operate than most local public schools. Even with the recent blurring of public and private spheres, accountability policies have generally operated under the strict-divide guidelines: Whether charter schools are treated in ways similar to local public schools varies from state to state, and voucher programs are generally not accountable in any way similar to local public schools.
Because state law and intentional acts by school officials were an obvious cause of school segregation, federal courts after 1954 had clear and convincing evidence of unconstitutional segregation in Southern systems and were willing to order far-reaching remedies in the late 1960s and early 1970s. In addition, Southern school systems are usually much larger than systems in many other states because of consistent success in consolidating school systems this century. For example, Mecklenburg County, North Carolina, has had one school district since 1965, so the suburbs of Charlotte are in the same school system as the city.