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 standpoint at the institution responsibility debate via exploring the contradictions inherent in high-stakes checking out. responsibility Frankenstein explains the ancient and social origins of test-based responsibility: the political roots of responsibility, why we belief try out rankings whereas we mistrust academics, the assumptions at 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 fogeys who are looking to comprehend the origins of responsibility. This e-book demanding situations the ideals of fierce advocates and rivals 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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Additional resources for Accountability Frankenstein. Understanding and Taming the Monster
States have decades-long histories of managing contracts for standardized testing and managing accountability systems based on those tests. Switching to any other system requires considerable, visible political risks. In the late 1990s, Rhode Island created a system of school visiting—a more extensive version of what high school administrators would recognize as an accreditation visit, based on a now-extinct school inspection system in England (Wilson, 1996). The Rhode Island Department of Education designed the School Accountability for Learning and Teaching (or SALT) to push staff at all schools to examine their own practices before a 4-day visit of a team that follows students around.
John Brady Kiesling (2005) While distrust of schools as public agencies is at the root of school accountability, the tools of accountability imply tremendous trust in the technocratic specifics of testing and derivative accountability measures. Almost every education accountability system today relies on test scores to make important decisions about the future of children and schools. That reliance on tests is a critical foundation of high-stakes accountability and the target of criticism. To defenders of high-stakes accountability, tests are sufficiently trustworthy that one can base crucial decisions on them.
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. , Gordon, 2005).
Accountability Frankenstein. Understanding and Taming the Monster by Sherman Dorn