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March Madness and the Inequity Conundrum


by Joshua Barnett — April 13, 2012

Every year, it happens in mid-spring. Schools across the country feel the excitement and fervor of March Madness. As sports fans are experiencing the frills and thrills of watching their team march through NCAA tournament rounds, students, parents, teachers, and administrators in local school districts across the nation face a different sense of fervor—standardized tests. In the sports world, Cinderella storylines exist when a team performs above expectation. In the K–12 assessment world, no such opportunity exists. Perhaps educators and policy makers should look away from their respective brackets and consider how to reward their local schools and teachers, who experience their own uncelebrated Cinderella stories each year.


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Cite This Article as: Teachers College Record, Date Published: April 13, 2012
http://www.tcrecord.org ID Number: 16752, Date Accessed: 12/15/2017 3:05:24 AM

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About the Author
  • Joshua Barnett
    Arizona State University
    E-mail Author
    JOSHUA BARNETT is an assistant professor of education policy in the Mary Lou Fulton Teachers College at Arizona State University. His research interests include education reform, educational equity, and teacher quality. He has worked to improve teacher quality and student achievement in Arkansas, Arizona, New Jersey, and Pennsylvania, as well as internationally in New Zealand. He earned his Ph.D. in public policy in 2007 from the University of Arkansas.
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