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What’s Wrong with Accountability? by Gary D. Fenstermacher & Virginia Richardson — May 26, 2010The measurement of student achievement can be a useful determinant of educational policy and reform. But not if it is folded into a scheme of high stakes accountability that promotes aggressive individualism in America’s schools. Reformers have yet to face up to the fact that the complexity of their task has far more to do with not destroying the very features that make education an uplifting, noble endeavor than it has to do with perfecting their devices for measuring and judging individual performance.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Gary Fenstermacher
University of Michigan
GARY D. FENSTERMACHER is professor emeritus at the University of Michigan. He is a philosopher of education specializing in teacher reasoning and the moral dimensions of teaching. Among more than a hundred articles and chapters on these topics, he and Jonas Soltis are the authors Approaches to Teaching, which has appeared through five editions with Teachers College Press.
- Virginia Richardson
University of Michigan
E-mail Author
VIRGINIA RICHARDSON is professor emeritus at the University of Michigan. Her specializations are in research on teaching, staff development, and teacher education. In addition to many publications in her areas of study, she served as editor of the American Educational Research Journal and the fourth edition of the Handbook of Research on Teaching.
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