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Is Anyone Listening?
Policy Versus Research on Test-Based Accountability and Charter Schools
by Iris C. Rotberg — June 19, 2012It is particularly important to examine the research on testing and school choice because both are central to federal policies under No Child Left Behind and Race to the Top and both have contributed to fundamental changes in U.S. education. This article analyzes the extent to which current federal policies in these areas are supported by research findings. It argues that as research findings on the consequences of education policies have become clearer, federal policies pertaining to teacher and principal accountability and school choice have moved in a direction directly contradictory to the preponderance of research evidence.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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- Iris Rotberg
George Washington University
E-mail Author
Iris C. Rotberg is a research professor of education policy at The George Washington University’s Graduate School of Education and Human Development in Washington, DC. She is also the editor of Balancing Change and Tradition in Global Education Reform (Rowman & Littlefield Education, second edition, 2010), which describes education reforms in 16 countries.
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