High-Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality?


by John B. Diamond & James Spillane - 2004

In this article 1 , the authors use data from interviews and observations in four urban elementary schoolstwo high-performing and two probation schoolsto examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on the schools' accountability status. In probation schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given greater consideration in the implementation of high stakes accountability policies.


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Cite This Article as: Teachers College Record Volume 106 Number 6, 2004, p. 1145-1176
https://www.tcrecord.org ID Number: 11569, Date Accessed: 9/21/2021 9:53:29 AM

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