Desegregation, Accountability, and Equality: North Carolina and the Nation, 1971-2002

Autor/inn/en	Baker, Scott; Myers, Anthony; Vasquez, Brittany
Titel	Desegregation, Accountability, and Equality: North Carolina and the Nation, 1971-2002
Quelle	In: Education Policy Analysis Archives, 22 (2014) 117, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	High Stakes Tests; Educational Policy; Civil Rights; Educational Change; State Standards; Accountability; Educational History; Political Influences; Equal Education; Educational Opportunities; African American Students; Outcomes of Education; Academic Achievement; Educational Attainment; Legislators; School Desegregation; North Carolina + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsreform; Verantwortung; History of education; Bildungsgeschichte; Political influence; Politischer Einfluss; Bildungsangebot; Bildungschance; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Schulleistung; Bildungsabschluss; Bildungsgut; Integrative Schule
Abstract	Using North Carolina as a lens to illuminate broader national developments, this paper examines how and why educational policy in the United States turned away from a civil rights agenda of opportunity and embraced test-based accountability as a way of promoting racial equality. We show that comprehensive desegregation, enforcement of the Civil Rights Act of 1964, and Great Society Programs expanded educational opportunities for African Americans, fueled significant increases in black educational achievement and attainment, and brought African Americans closer to equality with whites by the 1980s. We situate the turn to accountability in a political context shaped by an increasingly conservative political environment, and examine three overlapping waves of test- based accountability that began in North Carolina in the late 1970s and spread throughout the region and the nation in the decades that followed: the minimum competency movement of the late 1970s and early 1980s, the standards based reforms of the 1980s, and the more comprehensive and coercive forms of high stakes testing in the 1990s. We argue that the southern political leaders who shaped U.S. educational policy turned to test-based accountability as a politically expedient alternative to the task of equalizing educational opportunities for African Americans. Civil rights organizations endorsed test-based accountability, but we find little evidence that test-based approaches improved African American educational outcomes. Opportunity policies, we conclude, did more to promote racial equality in educational achievement and attainment than test-based accountability. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01