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Creating a Public Accountability for California Schools


by John Rogers — 2004

This article explores the role of the public in California’s educational accountability system. Drawing on a review of state policy and case studies of two school communities, it examines whether California’s accountability system draws on and supports an informed and engaged public. The analysis points to a disconnect between a rhetoric that upholds public engagement and policy structures and practices that limit or distort educational information and thwart public efforts to participate in accountability. The article calls on California to nurture an informed and engaged public that will both enable and demand high quality schools.


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Cite This Article as: Teachers College Record Volume 106 Number 11, 2004, p. 2171-2192
http://www.tcrecord.org ID Number: 12763, Date Accessed: 1/22/2018 7:32:37 AM

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About the Author
  • John Rogers
    University of California, Los Angeles
    E-mail Author
    JOHN ROGERS, the associate director of UCLA’s Institute for Democracy, Education, and Access, studies strategies for engaging urban youth, community members, and teachers as public intellectuals seeking to make schools places of equal opportunity and democratic life. In 2000, he founded Teaching to Change LA, an online journal. Recent publications include “Accountability for Adequate and Equitable Opportunities to Learn,” in Kenneth Sirotnik, (Ed.), Moral Dimensions of Educational Accountability: Toward Responsible Concepts and Practices (New York: Teachers College Press) with J. Oakes, G. and G. Blasi (forthcoming) and “The School and Society Revisited: Research, Democratic Social Movement Strategies, and The Struggle for Equality” in Teachers College Record (2004).
 
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