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Redesigning Accountability Systems for Educationreviewed by Nicola A. Alexander — 2005 Title: Redesigning Accountability Systems for Education Author(s): Susan H. Fuhrman and Richard F. Elmore (Editors) Publisher: Teachers College Press, New York ISBN: 0807744255, Pages: 312, Year: 2004 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Holding Accountability Accountable: What Ought to Matter in Public Education
- Educational Equity and Accountability: Paradigms, Policies, and Politics
- No Child Left Behind? The Politics and Practice of School Accountability
- Schools on Probation: How Accountability Works (and Doesn’t Work)
- Understanding Accountability in Education
- Educational Equity and Accountability: Paradigms, Policies, and Politics
- "Lost at Sea": New Teachers' Experiences with Curriculum and Assessment
- Standards, Accountability, and School Reform: Perils and Pitfalls
- Frameworks of State: Assessment Policy in Historical Perspective
- Many Children Left Behind: How the No Child Left Behind Act is Damaging Our Children and Our Schools
- Leaving Children Behind, How “Texas-style” Accountability Fails Latino Youth
- Facing Accountability in Education: Democracy and Equity at Risk
- Teacher as Game-Show Host, Bookkeeper, or Judge? Challenges, Contradictions, and Consequences of Accountability
- A Perspective on Accountability
- Accountability in Education
- The Ethos of Accountability--A Critique
- Holding Accountability Accountable: What Ought to Matter in Public Education
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- Nicola Alexander
University of Minnesota
E-mail Author
NICOLA A. ALEXANDER is an assistant professor at the University of Minnesota. She is particularly interested in issues of adequacy, equity, and productivity as they relate to PK-12 education. An overriding concern in her research is an examination of the differential impact of educational policies on different groups and its implications for fairness. She is currently working on the interplay between institutional capacity and the adequacy of the school system as well as exploring the impact of charter schools on student achievement. Recent publications include, “Considering equity and adequacy: An examination of the distribution of student class time as an educational resource in New York State, 1975-1995” in Journal of Education Finance (2003) and “Race, poverty, and the student curriculum: Implications for standards policy” in American Educational Research Journal (2002).
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