Download PDF by Kenneth A. Sirotnik: Holding Accountability Accountable: What Ought to Matter in

By Kenneth A. Sirotnik

ISBN-10: 0807744646

ISBN-13: 9780807744642

ISBN-10: 0807744654

ISBN-13: 9780807744659

ISBN-10: 1423789865

ISBN-13: 9781423789864

Kenneth Sirotnik asserts that even if well-intentioned, previous and present responsibility practices in public schooling are "miseducative, misdirected, and misanthropic." during this provocative ebook, well-respected educators sign up for Sirotnik to supply serious analyses and complex views on triumphing high-stakes responsibility practices. they provide either conceptual and sensible foundations for rethinking what it potential to behave responsibly in terms of calling our faculties, tuition structures, educators, and scholars into consideration.

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Extra resources for Holding Accountability Accountable: What Ought to Matter in Public Education (School Reform, 41)

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For those states that have accountability systems in place in 2001, the highest spending state laid out $34 per student (or a third of a penny of its overall per-pupil expenditure); the lowest spending state, just under $2 (or two-hundredths of a cent). As a percentage of total spending on public schools for the nation, no state spends “even 1 percent of its elementary and secondary school budget on accountability” (Hoxby, 2002, p. 69, emphasis in original). Policy makers would call this a splendid bargain—getting enormous bang for a fraction of a penny.

1974). American education and vocationalism: Documents in vocational education, 1870–1970. New York: Teachers College Press. Lessinger, L. (1970). Every kid a winner. New York: Simon and Schuster. , & Tucker, M. (1992). Thinking for a living: Education and the wealth of nations. New York: Basic Books. Mathews, J. (2001, January 30). State tests are becoming a graduation hurdle. Washington Post, 14. McLaughlin, M. (1975). Evaluation and reform. Cambridge, MA: Ballinger. No Child Left Behind Act of 2001.

The prevailing wisdom is that by purposely raising standards above the norms that most students achieve and simultaneously saying that we expect all students to achieve them, we can effectively force both students and schools to do whatever it takes to make universal high achievement a reality. If reformers and legislators are not entirely innocent of the tension they have created, however, they may be ignoring its likely consequences. History suggests at least two possible effects of current strategies.

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Holding Accountability Accountable: What Ought to Matter in Public Education (School Reform, 41) by Kenneth A. Sirotnik


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