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Sloan explores the varied contours of the educational accountability movement that has swept the United States. He describes the historical origins and underlying assumptions of present day accountability measures, current issues surrounding accountability, relationships between the accountability and the standards movements, and the role of standardized testing in each of these movements, and provides a critical reading of the seemingly divided literature concerning the effects of accountability on public education.
This volume also focuses on the implications of accountability measures on parents, families, and communities, including details of the varied efforts by grassroots organizations that have raised concerns over current accountability measures. While there has been a substantial amount of parent and community opposition to both state and national accountability policies, increasingly these organizations are offering suggestions for ways to make accountability measures better and more responsive to both community and student needs. The work concludes by offering valuable suggestions about improving, even strengthening accountability measures in ways that are more responsive and respectful of students, their families, and local communities.
List of contents
Chapter 1 Glendale Elementary School: A Familiar Scene Chapter 2 NCLB: The New Law of the Land Chapter 3 Controversies and Criticisms Generated by the NCLB Act Chapter 4 Accountability and Teachers: A Case Study at One Elementary School Chapter 5 The Impact of Educational Accountability on Teachers and Students: What Does the Research Say? Chapter 6 Teachers Respond to Current Accountability Policies Chapter 7 Accountability and Communities: A Case Study of Twin Oaks Chapter 8 Parents and Students Respond to Current Accountability Policies Chapter 9 Helping Parents and Communities Reimagine Accountability, with Yuan-hsuan Lee, Margaret Mohr, and K. J. Lowry
About the author
By Kris Sloan
Summary
Orginally published: Westport, CT: Praeger, 2006.
