What is the value of public school accountability?

Educational Theory

Volumn 57, Issue 4, 2007, Pages 489-507

  Gunzenhauser, Michael G ^a   Hyde, Andrea M ^b  

^a UNIVERSITY OF PITTSBURGH   (United States)

^b CHAPMAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 63749100676     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2007.00270.x     Document Type: Article

References (36)

1. Kenneth A. Sirotnik, ed., Holding Accountability Accountable: What Ought to Matter in Public Education (New York: Teachers College Press, 2004). This work will be cited as HAA in the text for all subsequent references.
2. Martin Carnoy, Richard Elmore, and Leslie Santee Siskin, eds., The New Accountability: High Schools and High-Stakes Testing (New York: Routledge Falmer, 2003). This work will be cited as NA in the text for all subsequent references.
3. Linda Skrla and James J. Scheurich, eds., Educational Equity and Accountability: Paradigms, Policies, and Politics (New York: Routledge Falmer, 2004). This work will be cited as EEA in the text for all subsequent references.
4. Linda Skrla, James J. Scheurich, and Joseph F. Johnson, Equity-Driven Achievement-Focused School Districts: A Report on Systemic School Success in Four Texas School Districts Serving Diverse Student Populations (Austin: Charles A. Dana Center, The University of Texas, 2000), http://www.utdanacenter. org/downloads/products/equitydistricts.pdf. This work will be cited as EDAF in the text for all subsequent references.
5. Two popular examples are Alfie Kohn, The Case Against Standardized Testing: Raising the Scores, Ruining the Schools (Portsmouth, New Hampshire: Heinemann, 2000);
6. and Susan Ohanian, One Size Fits Few: The Folly of Educational Standards (Portsmouth, New Hampshire: Heinemann, 1999).
7. Pauline Lipman, High Stakes Education: Inequality, Globalization, and Urban School Reform (New York: Routledge Falmer, 2004);
8. and Mary Lee Smith, with Linda Miller-Kahn, Walter Heinecke, and Patricia Jarvis, Political Spectacle and the Fate of American Schools (New York: Routledge Falmer, 2004).
9. See especially Gert J.J. Biesta, "Education, Accountability, and the Ethical Demand: Can the Democratic Potential of Accountability Be Regained?" Educational Theory, 54, no. 3 (2004): 233-250.
10. Other examples include Frank Pignatelli, "Mapping the Terrain of a Foucauldian Ethics: A Response to the Surveillance of Schooling," Studies in Philosophy and Education 21, no. 2 (2002): 157-180;
11. Thomas Popkewitz, A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education and Research (New York: Teachers College Press, 1991);
12. Kevin D. Vinson and E. Wayne Ross, Image and Education: Teaching in the Face of the New Disciplinarity (New York: Peter Lang, 2003);
13. and Michalinos Zembylas, "Interrogating 'Teacher Identity': Emotion, Resistance, and Self-Formation," Educational Theory 53, no. 1 (2003): 107-127.
14. See the work of Robert Linn, such as Robert L. Linn, "Assessments and Accountability," Educational Researcher 29, no. 2 (2000): 4-16;
15. and Robert L. Linn and Carolyn Haug, "Stability of School-Building Accountability Scores and Gains," Educational Evaluation and Policy Analysis 24, no. 1 (2002): 29-36.
16. For analysis of this problem, see Lauren Resnick and Chris Zurawsky, "Getting Back on Course: Standards-Based Reform and Accountability," American Educator 29 (Spring 2005), http://www.aft.org/ pubs-reports/American-educator/issues/spring05/resnick.htm. For a comprehensive vision for a standardsbased accountability system,
17. see Andrew C. Porter, Mitchell D. Chester, and Michael D. Schlesinger, "Framework for an Effective Assessment and Accountability Program: The Philadelphia Example," Teachers College Record 106, no. 6 (2004): 1358-1400.
18. No Child Left Behind Act of 2001, Public Law 107-110 (HR1), 107th Congress (January 8, 2002), http://www.ed.gov/policy/elsec/leg/esea02/index. html.
19. For analysis of technical components of state systems, see Andrew C. Porter, Robert L. Linn, and C. Scott Trimble, "The Effects of State Decisions About NCLB Adequate Yearly Progress Targets," Educational Measurement: Issues and Practice 24, no. 4 (2005): 32-39.
20. Scott Thompson, "The Authentic Standards Movement and Its Evil Twin," Phi Delta Kappan 82, no. 5 (2001): 358-362.
21. Biesta, "Education, Accountability, and the Ethical Demand."
22. The editors credit the original use of the concept to a report by Charles Abelmann and Richard F. Elmore, When Accountability Knocks, Will Anyone Answer? (Philadelphia: Consortium for Policy Research in Education, 1999), http://www.cpre.org/index.php?option1/4com-content&task1/4view&id1/4 167&Itemid1/4122.
23. Michael Quinn Patton, Qualitative Research and Evaluation Methods, 3d ed. (Thousand Oaks, California: Sage, 2002), 234.
24. For examples, see Smith et al., Political Spectacle and the Fate of American Schools;
25. Biesta, "Education, Accountability, and the Ethical Demand"; Pignatelli, "Mapping the Terrain of a Foucauldian Ethics";
26. Popkewitz, A Political Sociology of Educational Reform; Vinson and Ross, Image and Education;
27. Zembylas, "Interrogating 'Teacher Identity"';
28. and Andrea M. Hyde, "Self-Constitution as Resistance to Normalization: Educator Agency in the Era of Accountability" (PhD diss., University of Pittsburgh, 2007).
29. Michel de Certeau, The Practice of Everyday Life, trans. Steven Rendell (Berkeley: University of California Press, 1984).
30. See American Evaluation Association, "American Evaluation Association Position Statement on High-Stakes Testing in PreK-12 Education" (2002), http://www.eval.org/hst3.htm;
31. Sandra Mathison and Melissa Freeman, "Constraining Elementary Teachers' Work: Dilemmas and Paradoxes Created by State Mandated Testing," Educational Policy Analysis Archives 11, no. 34 (2003), http://epaa.asu.edu/epaa/ v11n34/;
32. and Patricia J. Rogers, "Accountability," in Encyclopedia of Evaluation, ed. Sandra Mathison (Thousand Oaks, California: Sage, 2005), 2-4.
33. Susan Ohanian, "Holding Accountability Accountable: What Ought to Matter in Public Education," Teachers College Record 107, no. 2 (2005): 307-311.
34. See Popkewitz, A Political Sociology of Educational Reform.
35. Israel Scheffler, Reason and Teaching (Indianapolis: Hackett, 1989); John Dewey, Experience and Education (New York: Collier, 1938);
36. and Maxine Greene, The Dialectic of Freedom (New York: Teachers College Press, 1988).