Let's treat the cause, not the symptoms: Equity and accountability in Texas revisited

Phi Delta Kappan

Volumn 83, Issue 4, 1999, Pages 318-326

  Valencia, Richard R ^a   Valenzuela, Angela ^b   Sloan, Kris ^a   Foley, Douglas E ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039626290     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170108300411     Document Type: Article

References (36)

1. James Joseph Scheurich, Linda Skrla, and Joseph F. Johnson, "Thinking Carefully About Equity and Accountability," Phi Delta Kappan, December 2000, pp. 293-99. Subsequent references to this article will be made parenthetically in the text.
2. Richard R. Valencia, "Inequalities and the Schooling of Minority Students in Texas: Historical and Contemporary Conditions," Hispanic Journal of Behavioral Sciences, vol. 22, 2000, pp. 445-59.
3. GI Forum et al. v. Texas Education Agency et al., 87 F. Supp. 2d 667 (W.D. Tex. 2000).
4. Arthur Pearl, "Systemic and Institutional Factors in Chicano School Failure and Success," in Richard R. Valencia, ed., Chicano School Failure and Success: Past, Present, and Future, 2nd ed. (London: RoutledgeFalmer, forthcoming).
5. Lisa D. Delpit, "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children," Harvard Educational Review, vol. 58, 1988, pp. 280-98; Richard R. Valencia, ed., The Evolution of Deficit Thinking: Educational Thought and Practice (London: Stanford Series on Education and Public Policy, Falmer Press, 1997); and Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press, 1999).
6. Lisa D. Delpit, "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children," Harvard Educational Review, vol. 58, 1988, pp. 280-98; Richard R. Valencia, ed., The Evolution of Deficit Thinking: Educational Thought and Practice (London: Stanford Series on Education and Public Policy, Falmer Press, 1997); and Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press, 1999).
7. Lisa D. Delpit, "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children," Harvard Educational Review, vol. 58, 1988, pp. 280-98; Richard R. Valencia, ed., The Evolution of Deficit Thinking: Educational Thought and Practice (London: Stanford Series on Education and Public Policy, Falmer Press, 1997); and Angela Valenzuela, Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring (Albany: State University of New York Press, 1999).
8. Arthur Pearl and Tony Knight, The Democratic Classroom: Theory to Inform Practice (Cresskill, N.J.: Hampton Press, 1999).
9. See Linda Skrla and James J. Scheurich, "Displacing Deficit Thinking in Superintendent Leadership," Education and Urban Society, vol. 33, 2001, pp. 235-59.
10. Richard R. Valencia and Ernesto M. Bernal, "An Overview of Conflicting Opinions in the TAAS Case," Hispanic Journal of Behavioral Sciences, vol. 22, 2000, pp. 423-44.
11. Pearl and Knight, op. cit.; Valenzuela, op. cit.; Linda M. McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000); and Valencia, The Evolution of Deficit Thinking.
12. Pearl and Knight, op. cit.; Valenzuela, op. cit.; Linda M. McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000); and Valencia, The Evolution of Deficit Thinking.
13. Pearl and Knight, op. cit.; Valenzuela, op. cit.; Linda M. McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000); and Valencia, The Evolution of Deficit Thinking.
14. Pearl and Knight, op. cit.; Valenzuela, op. cit.; Linda M. McNeil, Contradictions of School Reform: Educational Costs of Standardized Testing (New York: Routledge, 2000); and Valencia, The Evolution of Deficit Thinking.
15. Nancy Kober, It Takes More Than Testing: Closing the Achievement Gap (Washington, D.C.; Center on Education Policy, 2001).
16. See Skrla and Scheurich, op. cit.; and Linda Skrla, James J. Scheurich, and Joseph F. Johnson, Equity-Driven Achievement-Focused School Districts (Austin: Charles A. Dana Center, University of Texas, 2000).
17. See Skrla and Scheurich, op. cit.; and Linda Skrla, James J. Scheurich, and Joseph F. Johnson, Equity-Driven Achievement-Focused School Districts (Austin: Charles A. Dana Center, University of Texas, 2000).
18. Skrla, Scheurich, and Johnson.
19. Arthur Pearl, "Systemic and Institutional Factors in Chicano School Failure and Success," in Richard R. Valencia, ed., Chicano School Failure and Success: Research and Policy Agendas for the 1990s (London: Falmer Press, 1991), p. 295.
20. Skrla, Scheurich, and Johnson, p. 39.
21. Ibid., Appendix A, p. 42.
22. Walter M. Haney, "Revisiting the Myth of the Texas Miracle in Education: Lessons About Dropout Research and Dropout Prevention," paper presented at the Dropout Research: Accurate Counts and Positive Interventions Conference, Harvard Civil Rights Project, Cambridge, Mass., 2001, Table 4.1, p. 50.
23. Academic Excellence Indicator System, 1999-2000 (Austin: Texas Education Agency, 2000).
24. Walter M. Haney, "The Myth of the Texas Miracle in Education," Education Policy Analysis Archives, available at http://epaa.asu.edu/v8n41/, 2000, p. 3.
25. Paul E. Barton, Raising Achievement and Reducing Gaps: Reporting Progress Toward Goals for Academic Achievement: A Report to the National Education Goals Panel (Washington, D.C.: National Education Goals Panel, 2001). Barton examined the years 1990 through 1998.
26. Natasha Rubanova and Tom Mortenson, "Public High School Graduate Rates by State: 1981 to 1999," Postsecondary Education Opportunity, 2001, available online at www.postsecondary.org/Spreadsheets. htm.
27. Mark A. J. Fassold, "Disparate Impact Analyses of TAAS Scores and School Quality," Hispanic Journal of Behavioral Sciences, vol. 22, 2000, pp. 460-80.
28. See Haney, "The Myth of the Texas Miracle"; Richard R. Valencia, "Legislated School Reform via High-Stakes Testing: The Case of Pending Anti-Social Promotion Legislation in Texas and Its Likely Adverse Impact on Racial/Ethnic Minority Students," paper commissioned by the National Academy of Sciences Committee on Educational Excellence and Testing Equity, presented at the workshop on School Completion in Standards-Based Reform: Facts and Strategies, Washington, D.C., 2000; and Valencia and Bernai, op. cit.
29. See Haney, "The Myth of the Texas Miracle"; Richard R. Valencia, "Legislated School Reform via High-Stakes Testing: The Case of Pending Anti-Social Promotion Legislation in Texas and Its Likely Adverse Impact on Racial/Ethnic Minority Students," paper commissioned by the National Academy of Sciences Committee on Educational Excellence and Testing Equity, presented at the workshop on School Completion in Standards-Based Reform: Facts and Strategies, Washington, D.C., 2000; and Valencia and Bernai, op. cit.
30. See Haney, "The Myth of the Texas Miracle"; Richard R. Valencia, "Legislated School Reform via High-Stakes Testing: The Case of Pending Anti-Social Promotion Legislation in Texas and Its Likely Adverse Impact on Racial/Ethnic Minority Students," paper commissioned by the National Academy of Sciences Committee on Educational Excellence and Testing Equity, presented at the workshop on School Completion in Standards-Based Reform: Facts and Strategies, Washington, D.C., 2000; and Valencia and Bernai, op. cit.
31. See José Cárdenas, "Expert Report (2000)," submitted to plaintiffs' counsel, Albert H. Kauffman, GI Forum et al. v. Texas Education Agency et al., 87 F. Supp. 2d 667 (W.D. Tex. 2000); idem, "School-Student Performance and Accountability, IDRA Newsletter, October 1998, pp. 1-2, 17-19; and Valencia and Bernal, op. cit.
32. See José Cárdenas, "Expert Report (2000)," submitted to plaintiffs' counsel, Albert H. Kauffman, GI Forum et al. v. Texas Education Agency et al., 87 F. Supp. 2d 667 (W.D. Tex. 2000); idem, "School-Student Performance and Accountability, IDRA Newsletter, October 1998, pp. 1-2, 17-19; and Valencia and Bernal, op. cit.
33. See José Cárdenas, "Expert Report (2000)," submitted to plaintiffs' counsel, Albert H. Kauffman, GI Forum et al. v. Texas Education Agency et al., 87 F. Supp. 2d 667 (W.D. Tex. 2000); idem, "School-Student Performance and Accountability, IDRA Newsletter, October 1998, pp. 1-2, 17-19; and Valencia and Bernal, op. cit.
34. See José Cárdenas, "Expert Report (2000)," submitted to plaintiffs' counsel, Albert H. Kauffman, GI Forum et al. v. Texas Education Agency et al., 87 F. Supp. 2d 667 (W.D. Tex. 2000); idem, "School-Student Performance and Accountability, IDRA Newsletter, October 1998, pp. 1-2, 17-19; and Valencia and Bernal, op. cit.
35. Cárdenas, "Expert Report," p. 10.
36. Pearl, op. cit.