Accountability Frankenstein. Understanding and Taming the by Sherman Dorn

By Sherman Dorn

To appreciate the present second at school responsibility, one needs to comprehend the bigger contradictions in schooling politics. responsibility Frankenstein presents a broader viewpoint at the tuition responsibility debate through exploring the contradictions inherent in high-stakes trying out. responsibility Frankenstein explains the old 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 lecturers. responsibility Frankenstein solutions the questions of educators and oldsters who are looking to comprehend the origins of responsibility. This e-book demanding situations the ideals of fierce advocates and competitors of highstakes checking out. It presents a rescue plan for responsibility after the mess ups of high-stakes trying out, a plan to make responsibility clever, democratic, and actual.

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If certain activities simply stop after annual testing or would not exist if the test were suddenly switched to a different format or emphasis (let alone if testing were removed entirely), then we can label that activity test preparation rather than instruction. Test-preparation takes many forms (Smith, 1991a). Creating quizzes or exercises in the same format as the annual test is one common example. In an environment with lower stakes than exist today, the Congressional Office of Technology Assessment (1992) estimated that teachers reported spending up to three weeks in test preparation, at a potential indirect cost up to 15 times the direct cost of the tests, an estimate consistent with other studies on how high-stakes accountability results in narrowing of the curriculum (Nichols & Berliner, 2007; Smith, 1991b).

But normal curve equivalents were not intended to be perfect; their use was a part of accountability’s experimentation as Congress and the executive branch struggled to assess the effect of Title I and other programs (Cross, 1979). As the Elementary and Secondary Education Act went through several reauthorizations, the emphasis on evaluation of the aid to schools with concentrated poverty intensified. In 1988, Congress emphasized that the goal of compensatory education was to improve achievement and required the identification of ineffective programs based on normalcurve-equivalent analysis (Davis, 1991; Jennings, 1991).

If they inhibit reform, most federal rules can be waived. (Independent Review Panel, 2001, p. 4) As they had before, legislators experimented in accountability. That history set the stage for the consent of key Democrats in Congress for the No Child Left Behind Act. Rep. George Miller (D-CA) and Sen. Edward Kennedy (D-MA) were key cosponsors of the 2002 law. When President George W. Bush proposed the No Child Left Behind Act in his 2000 presidential campaign and in his first year in office, he and his aides Accountability Frankenstein: Understanding and Taming the Monster 11 were drawing on both ways in which standardized testing had become intertwined with civil rights—both in the rhetoric and also in the developing machinery of regulation and oversight.

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