Accountability Systems and the Persistence of School Segregation: Research Evidence and Future Directions. Research Brief 16

Autor/inn/en	Noonan, James; Piazza, Peter
Institution	National Coalition on School Diversity
Titel	Accountability Systems and the Persistence of School Segregation: Research Evidence and Future Directions. Research Brief 16
Quelle	(2023), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Public Schools; School Segregation; Accountability; Educational Research; Evidence; Educational Legislation; Federal Legislation; Educational Trends; School Desegregation + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Verantwortung; Bildungsforschung; Pädagogische Forschung; Evidenz; Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsentwicklung; Integrative Schule
Abstract	Passed in 2001, the federal No Child Left Behind Act (NCLB) codified the use of educational accountability systems that rely on largely quantitative measures -- standardized tests, especially -- to assess student learning outcomes, rank order districts and schools according to these outcomes, and prescribe sanctions for schools and districts not meeting achievement targets. At the same time, American public schools have rapidly resegregated (Frankenberg et al., 2019) since reaching the height of statistical desegregation in 1988 (Orfield et al., 2014). A 2022 Government Accountability Office (GAO) report found that more than one-third of all K-12 public school students attend a school where at least 75 percent of the enrollment comes from the same racial background. This brief examines recent empirical research to consider what, if any, relationship exists between systems of accountability and the persistence of school segregation. It attempts to answer the following questions: (1) What does empirical evidence suggest about the relationship between contemporary accountability systems and trends in school segregation? and (2) How, if at all, might accountability systems be refined in order to contribute constructively to real integration? (ERIC).
Anmerkungen	National Coalition on School Diversity. 1200 18th Street NW Suite 200, Washington, DC 20036. Tel: 202-906-8023; e-mail: school-diversity@prrac.org; Web site: http://www.school-diversity.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01