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A Balanced School Accountability Model: An Alternative to High-Stakes Testing

Abstract

"For some time now, it has been apparent to many in the education community that state and federal policies intended to develop greater school accountability for the learning of all students have been terribly counterproductive. The use of high-stakes testing of students has been fraught with flawed assumptions, oversimplified understandings of school realities, undemocratic concentration of power, undermining of the teaching profession, and predictably disastrous consequences for our most vulnerable students. Far from the noble ideal of leaving no child behind, current policies, if continued, are bound to increase existing inequities, trivialize schooling, and mislead the public about the quality and promise of public education."

The health of our public schools, Mr. Jones argues, depends on defining a new model of accountability - one that is balanced and comprehensive. And it needs be one that involves much more than test scores.

NOTE: This resource is published on the Phi Delta Kappan web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to Phi Delta Kappan with the appropriate membership or purchase this article.

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