Below the bubble: "Educational triage" and the Texas accountability system

American Educational Research Journal

Volumn 42, Issue 2, 2005, Pages 231-268

  Booher Jennings, Jennifer ^a  

^a Columbia University ^*  (United States)

Author keywords

Accountability; Data driven decision making; Testing

Indexed keywords

EID: 21144445399     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312042002231     Document Type: Article

References (86)

1. Abelman, C., Elmore, R., Even, J., Kenyon, S., & Marshall, J. (1999). When accountability knocks, will anyone answer? (CPRE Research Rep. RR-42). Philadelphia: Consortium for Policy Research in Education.
2. Achieve. (2002). Three paths, one destination: Standards-based reform in Maryland, Massachusetts, and Texas. Washington, DC: Author.
3. Adams, J. E., & Kirst, M. (1999). New demands and concepts for educational accountability: Striving for results in an era of excellence. In J. Murphy & K. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 463-490). San Francisco: Jossey-Bass.
4. Apple, M. W. (2001). Educating the "right" way: Markets, standards, God, and inequality. London: Routledge Palmer.
5. Armstrong, J., & Anthes, K. (2001). Identifying the factors, conditions, and policies that support schools' use of data for decision-making and school improvement. Denver, CO: Education Commission of the States.
6. Bailey, B. (2000). The impact of mandated change on teachers. In A. Hargreaves & N. Bascia (Eds.), The sharp edge of change: Teaching, leading, and the realities of reform (pp. 112-128). London: Palmer.
7. Bidwell, C. E. (2001). Analyzing schools as organizations: Long-term permanence and short-term change. Sociology of Education, 74, 100-114.
8. Bidwell, C. E., & Yasumoto, J. Y. (1999). The collegial focus: Teaching fields, collegial relationships, and instructional practice in American high schools. Sociology of Education, 72, 234-256.
9. Bryk, A. S., & Driscoll, M. E. (1988). The school as community: Theoretical foundation, contextual influences, and consequences for teachers and students. Madison, WI: National Center for Effective Secondary Schools.
10. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
11. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
12. Coburn, C. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 211-244.
13. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 249-306). Washington, DC: American Education Research Association.
14. Cook, G. (2003, February). Turnaround. American School Board Journal, pp. 22-25.
15. Council of Chief State School Officers. (2002). Expecting success: A study of five high performing, high poverty elementary schools. Washington, DC: Author.
16. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
17. DiMaggio, P. J., & Powell, W. W. (1983). The iron cage revisited: Institutional isomorphism and collective rationality in- organizational fields. American Sociological Review, 48, 147-160.
18. Elmore, R. F., Abelman, C., & Fuhrman, S. (1996). The new accountability in state education reform: From process to performance. In H. F. Ladd (Ed.), Holding schools accountable (pp. 65-98). Washington, DC: Brookings Institution.
19. Elmore, R. F., & McLaughlin, M. W. (1988). Steady work: Policy, practice, and the reform of American education. Santa Monica, CA: Rand.
20. Emerson, R., Fretz, R., & Shaw, L. (1995). Writing ethnographic field notes. Chicago: University of Chicago Press.
21. Erickson, F. (1985). Qualitative methods on research in teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
22. Figlio, D. N., & Getzler, L. S. (2002). Accountability, ability and disability: Gaming the system. Retrieved July 7, 2004, from http://www.nber.org/ papers/w9307
23. Finn, C. E., & Kanstoroom, M. (2001). State academic standards. In D. Ravitch (Ed.), Brookings papers on education policy (pp. 131-180). Washington, DC: Brookings Institution.
24. Firestone, W., & Pennell, J. (1993). Teacher commitment, working conditions, and differential incentive policies. Review of Educational Research, 63, 489-525.
25. Fuhrman, S. (1999). The new accountability. Philadelphia: Consortium for Policy Research in Education.
26. Fuhrman, S., Clune, W., & Elmore, R. (1991). Research on education reform: Lessons on the implementation of policy. In A. Odden (Ed.), Education policy implementation (pp. 197-218). Albany: State University of New York Press.
27. Fuhrman, S., & Elmore, R. (2001). Holding schools accountable: Is it working? Phi Delta Kappan, 83, 67-72.
28. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
29. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.
30. Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Buckingham, England: Open University Press.
31. Haney, W. (2000). The myth of the Texas miracle in education. Education Policy Analysis Archives, 8(41). Retrieved January 9, 2003, from http://epaa.asu.edu/epaa/v8n41
32. Hanushek, E. (1994). Making schools work: Improving performance and controlling costs. Washington, DC: Brookings Institution.
33. Heubert, J. P., & Hauser, R. M. (Eds.). (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
34. Horn, R. A., Jr., & Kincheloe, J. L. (2001). American standards: Quality education in a complex world, the Texas case. Oxford, England: Peter Lang.
35. Izumi, L. T., & Evers, W. M. (2002). State accountability systems. In W. M. Evers & H. J. Walberg (Eds.), School accountability: An assessment by the Koret Task Force on K-12 Education (pp. 105-154). Stanford, CA: Hoover Institution Press.
36. Jacob, B. A. (2002). Accountability, incentives, and behavior: The impact of high-stakes testing in the Chicago Public Schools. Retrieved July 7, 2004, from http://www.nber.org/papers/w8968
37. Just for the Kids. (2000). Promising practices: How high-performing schools in Texas get results. Austin, TX: Author.
38. Kelley, C. (1999). The motivational impact of school-based performance rewards. Journal of Personnel Evaluation in Education, 12, 309-326.
39. Kelley, C., & Protsik, J. (1997). Risk and reward: Perspectives on the implementation of Kentucky's school-based performance award program. Educational Administration Quarterly, 33, 474-505.
40. Koschoreck, J. W. (2001). Accountability and educational equity in the transformation of an urban district. Education and Urban Society, 33, 284-304.
41. Linn, R. L. (2000). Assessment and accountability. Educational Researcher, 2.9(2), 4-16.
42. McLaughlin, M. (1991). Learning from experience: Lessons from policy implementation. In A. Odden (Ed.), Education policy implementation (pp. 185-196). Albany: State University of New York Press.
43. McLaughlin, M., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
44. McNeil, L. M. (2000a). Contradictions of school reform: The educational costs of standardized testing. London: Routledge.
45. McNeil, L. M. (2000b). Sameness, bureaucracy, and the myth of educational equity: The TAAS system of testing in Texas public schools. Hispanic Journal of Behavioral Sciences, 22, 508-523.
46. McNeil, L. M., & Valenzuela, A. (2001). The harmful impact of TAAS testing in Texas: Beneath the accountability rhetoric. In G. Orfield & M. L. Kornhaber (Eds.), Raising standards or raising barriers? Inequality and high-stakes testing in public education (pp. 127-150). New York: Century Foundation.
47. Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340-363.
48. Meyer, J. W., & Rowan, B. (1978). The structure of educational organizations. In M. Meyer (Ed.), Environments and organizations (pp. 78-109). San Francisco: Jossey-Bass.
49. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
50. National Commission on Excellence in Education. (1983). A nation at risk. Retrieved December 2, 2002, from http://www.ed.gov/pubs/NatAtRisk/risk.html
51. National School Board Foundation. (2003). Improving school based decision-making. Alexandria, VA: Author.
52. Olsen, J. F., Jones, I. A., & Bond, L. A. (2001). State student assessment programs: Annual survey. Washington, DC: Council of Chief State School Officers.
53. Perrow, C. (1986). Complex organizations: A critical essay (3rd ed.). New York: Random House.
54. Powell, W. W. (1991). Expanding the scope of institutional analysis. In P. J. DiMaggio & W. W. Powell (Eds.), The new institutionalism in organizational analysis (pp. 183-203). Chicago: University of Chicago Press.
55. Reyes, P., Scribner, J. D., & Paredes Scribner, A. (1999). Lessons from high performing Hispanic schools: Creating learning communities. New York: Teachers College Press.
56. Riehl, C. (1999). Labeling and letting go: A statistical analysis of how high school students are discharged as dropouts. In A. M. Pallas (Ed.), Research in the sociology of education and socialization (Vol. 12, pp. 231-268). Greenwich, CT: JAI Press.
57. Rowan, B., & Miskel, C. G. (1999). Institutional theory and the study of educational organizations. In J. Murphy & K. Louis (Eds.), Handbook of research on educational administration (2nd ed., pp. 359-383). San Francisco: Jossey-Bass.
58. Sarason, S. (1990). The predictable failure of educational reform. San Francisco: Jossey-Bass.
59. Sarason, S. (1996). Revisiting "the culture of the school and the problem of change." New York: Teachers College Press.
60. Scheurich, J. J. (1998). Highly successful and loving, public elementary schools populated mainly by low-SES children: Core beliefs and cultural characteristics. Urban Education, 33, 451-491.
61. Scheurich, J. J., Skrla, L., & Johnson, J. F. (2000). Thinking carefully about equity and accountability. Phi Delta Kappan, 82, 293-299.
62. Sclafani, S. (2001). Using an aligned system to make real progress for Texas students. Education and Urban Society, 33, 305-312.
63. Scott, W. R., & Meyer, J. W. (1991). The organization of societal sectors. In P. J. DiMaggio & W. W. Powell (Eds.), The new institutionalism in organizational analysis (pp. 108-140). Chicago: University of Chicago Press.
64. Selznick, P. (1957). Leadership in administration. New York: Harper & Row.
65. Sikes, P. J. (1992). Imposed change and the experienced teacher. In M. Fullan & A. Hargreaves (Eds.), Teacher development and educational change (pp. 36-55). London: Falmer.
66. Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. New York: Teachers College Press.
67. Skrla, L., & Scheurich, J. J. (2001). Displacing deficit thinking in school district leadership. Education and Urban Society, 33, 235-259.
68. Skrla, L., & Scheurich, J. J. (2004). Conclusion: Keeping equity in the foreground. In L. Skrla & J. J. Scheurich, Educational equity and accountability: Paradigms, policies, and politics (pp. 275-283). New York: Routledge.
69. Skrla, L., Scheurich, J. J., Johnson, J. F., & Koschoreck, J. W. (2000). Equity-driven, achievement-focused school districts. Austin, TX: Charles A. Dana Center.
70. Skrla, L., Scheurich, J. J., Johnson, J. F., & Koschoreck, J. W. (2001). Accountability for equity: Can state policy leverage social justice? International Journal of Leadership in Education, 4, 277-283.
71. Stodolsky, S. S. (1988). The subject matters: Classroom activity in math and social studies. Chicago: University of Chicago Press.
72. Streifer, P. A. (2002). Using data to make better educational decisions. Lanham, MD: Scarecrow Press.
73. Talbert, J. E., & McLaughlin, M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102, 123-153.
74. Texas Education Agency. (2002). 2002 accountability manual. Retrieved November 3, 2002, from http://www.tea.state.tx.us/perfreport/account/2002/manual
75. Texas Education Agency. (2003a). "BES" AEIS report. Retrieved November 24, 2003, from http://www.tea.state.tx.us/perfreport/aeis/2003/campus. srch/html
76. Texas Education Agency. (2003b). Flow chart: Grade advancement requirements of the Student Success Initiative for students in Grade 3 (2003) taking TAKS. Retrieved February 5, 2003, from http://www.tea.state.tx.us/ student.assessment/resources/ssi/
77. Texas Education Agency. (2003c). History of testing in Texas. Retrieved November 3, 2002, from http://www.tea.state.tx.us/student.assessment/resources/ studies/testingtimeline.pdf
78. Texas Education Agency. (2003d). Phase-in plan for TAKS standards - Approved by SBOE on November 15, 2002. Retrieved February 5, 2003, from http://www.tea.state.tx.us/student.assessment/taks/standards/board071003.html
79. Texas Education Agency. (2003e). TAKS training: Data-driven decision-making. Retrieved July 8, 2003, from http://www.tea.state.tx.us/ssc/ training_modules/datadriv/datadriv.htm
80. Texas Education Agency. (2004a). 2004 accountability manual. Retrieved September 1, 2004, from http://www.tea.state.tx.us/perfreport/account/2004/ manual
81. Texas Education Agency. (2004b). Texas consolidated state application accountability workbook. Retrieved October 15, 2004, from http://www.tea.state. tx.us/ayp/2004/Txworkbook04.pdf
82. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. New York: State University of New York Press.
83. Valenzuela, A. (2000). The significance of the TAAS test for Mexican immigrant and Mexican American adolescents: A case study. Hispanic Journal of Behavioral Sciences, 22, 524-539.
84. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.
85. Yasumoto, J. Y., Kazuaki, U., & Bidwell, C. E. (2001). The collegial focus and student achievement. Sociology of Education, 74, 181-209.
86. Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). London: Sage.