Continuing the conversation on equity and accountability: Listening appreciatively, responding responsibly

Phi Delta Kappan

Volumn 83, Issue 4, 1999, Pages 322-326

  Scheurich, James Joseph ^a   Skrla, Linda ^b  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040812699     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170108300412     Document Type: Article

References (18)

1. See James Joseph Scheurich, Linda Skrla, and Joseph F. Johnson, Jr., "Thinking Carefully About Equity and Accountability," Phi Delta Kappan, December 2000, pp. 293-99. In March 2001, Joseph Johnson joined the U.S. Department of Education as director of compensatory programs; his duties in that role prevented his participation in writing this response.
2. See Linda Skrla, James Joseph Scheurich, and Joseph F. Johnson, Jr., "Equity-Driven, Achievement-Focused School Districts," available on the website of the Charles A. Dana Center, www.utdanacenter.org. Click the "Products and Publications" link, then choose "Topics." followed by "Schools and Districts Servicing Low-Income Communities." See also Education and Urban Society, vol. 33, 2001, an issue that focuses on "Accountability and Achievement in High-Poverty School Settings."
3. See Linda Skrla, James Joseph Scheurich, and Joseph F. Johnson, Jr., "Equity-Driven, Achievement-Focused School Districts," available on the website of the Charles A. Dana Center, www.utdanacenter.org. Click the "Products and Publications" link, then choose "Topics." followed by "Schools and Districts Servicing Low-Income Communities." See also Education and Urban Society, vol. 33, 2001, an issue that focuses on "Accountability and Achievement in High-Poverty School Settings."
4. See, for example, the Harvard Civil Rights Project, "Executive Summary: Conference on Minority Issues in Special Education," available at www.law.harvard. edu/civilrights/conferences/SpecEd/exsummary.html).
5. Alfredo J. Artiles, "The Dilemma of Difference: Enriching the Disproportionality Discourse with Theory and Context," Journal of Special Education, Spring 1998, pp. 32-36.
6. Brenda L. Townsend, "The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions," Exceptional Children, vol. 66, 2000, pp. 381-91.
7. Donna Y. Ford and Deborah A. Harmon, "Equity and Excellence: Providing Access to Gifted Education for Culturally Diverse Students," Journal of Secondary Gifted Education, vol. 11, 2001, pp. 141-48.
8. See Gloria Ladson-Billings, Dreamkeepers: Successful Teachers of African American Children (San Francisco: Jossey-Bass, 1994); and Luis C. Moll, "Bilingual Classroom Studies and Community Analysis: Some Recent Trends," Educational Researcher, March 1992, pp. 20-24.
9. See Gloria Ladson-Billings, Dreamkeepers: Successful Teachers of African American Children (San Francisco: Jossey-Bass, 1994); and Luis C. Moll, "Bilingual Classroom Studies and Community Analysis: Some Recent Trends," Educational Researcher, March 1992, pp. 20-24.
10. Eugene E. Garcia, "Reforming Education and Its Cultures," American Behavioral Scientist, vol. 42, 1999, pp. 1072-91.
11. Pedro Reyes, Jay D. Scribner, and Alicia Paredes Scribner, Lessons from High-Performing Hispanic Schools: Creating Learning Communities (New York: Teachers College Press, 1999).
12. Linda Skrla, James Joseph Scheurich, Joseph F. Johnson, Jr., and James W. Koschoreck, "Complex and Contested Constructions of Accountability and Educational Equity," International Journal of Leadership in Education, vol. 4, 2001, pp. 277-83.
13. See, for example, Gerardo Lopez, Jay D. Scribner, and Kanya Mahitivanichcha, "Redefining Parental Involvement: Lessons from High-Performing, Migrant-Impacted Schools," American Educational Research Journal, vol. 38, 2001, pp. 253-88; and Norris M. Haynes and James P. Comer, "Integrating Schools, Families, and Communities Through Successful School Reform: The School Development Program," School Psychology Review, vol. 25, 1996, pp. 501-6.
14. See, for example, Gerardo Lopez, Jay D. Scribner, and Kanya Mahitivanichcha, "Redefining Parental Involvement: Lessons from High-Performing, Migrant-Impacted Schools," American Educational Research Journal, vol. 38, 2001, pp. 253-88; and Norris M. Haynes and James P. Comer, "Integrating Schools, Families, and Communities Through Successful School Reform: The School Development Program," School Psychology Review, vol. 25, 1996, pp. 501-6.
15. The phrase "test factory" as a description of schools that abandon broad curricular goals and creative teaching to focus narrowly on producing gains in standardized test scores comes from the work of Diane Ashby. See Diane E. Ashby, "The Standards Issue in Preparing School Leaders: Moving Toward Higher Quality Preparation and Assessment," paper presented at the annual meeting of the American Association of School Administrators, San Francisco, January 2000; and Walter Haney, "Revisiting the Myth of the Texas Miracle in Education: Lessons About Dropout Research and Dropout Prevention," paper presented at the conference of the Harvard Civil Rights Project and Achieve, Inc., Cambridqe, Mass., 2001.
16. The phrase "test factory" as a description of schools that abandon broad curricular goals and creative teaching to focus narrowly on producing gains in standardized test scores comes from the work of Diane Ashby. See Diane E. Ashby, "The Standards Issue in Preparing School Leaders: Moving Toward Higher Quality Preparation and Assessment," paper presented at the annual meeting of the American Association of School Administrators, San Francisco, January 2000; and Walter Haney, "Revisiting the Myth of the Texas Miracle in Education: Lessons About Dropout Research and Dropout Prevention," paper presented at the conference of the Harvard Civil Rights Project and Achieve, Inc., Cambridqe, Mass., 2001.
17. Dennis Shirley, Community Organizing for Urban School Reform (Austin: University of Texas Press, 1997).
18. For further discussion of the ways in which accountability can transform school superintendents' beliefs about their responsibilities for educating all children well, see Linda Skrla and James Joseph Scheurich, "Displacing Deficit Thinking in School District Leadership," Education and Urban Society, vol. 33, 2001, pp. 239-55.