By Sherman Dorn
To appreciate the present second at school responsibility, one needs to comprehend the bigger contradictions in schooling politics. responsibility Frankenstein offers a broader viewpoint at the institution responsibility debate by way of 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 academics, the assumptions in the back of formulaic responsibility structures, and the weaknesses with the present carrot-and-stick method of motivating academics. responsibility Frankenstein solutions the questions of educators and oldsters who are looking to comprehend the origins of responsibility. This ebook demanding situations the ideals of fierce advocates and competitors of highstakes checking out. It offers a rescue plan for responsibility after the disasters of high-stakes checking out, a plan to make responsibility shrewdpermanent, democratic, and genuine.
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Extra resources for Accountability Frankenstein. Understanding and Taming the Monster
From this perspective, the intensification of test-taking is an incremental change. That experience of being graded also creates a basis for using tests to judge schools as well as students. Florida Governor Jeb Bush used this explicitly in 1999 when he pushed and signed a high-stakes accountability law that assigned single-letter grades to schools based on test scores (Fla. Statutes ch. 99-398, 1999). Grading schools is but one step removed from grading students. Other consequences of policy feedback are less directly tied to adult memories of schooling but are still important.
Which is a better use of funding? A fourth opportunity cost is in the change in the curriculum to emphasize tested subjects or to provide remedial work specifically targeted at the tests. A survey of principals by the Center on Education Policy (2006) documented that more than 70% of schools had reduced teaching in other subjects because of high-stakes testing—over 30% each for science and history. This survey is consistent with other studies (Jones & Egley, 2004; Nichols & Berliner, 2007; Smith, Edelsky, Draper, Rottenberg, & Cherland, 1989).
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.