Neglecting Democracy in Education Policy: A-F School Report Card Accountability Systems

Autor/inn/en	Murray, Kevin; Howe, Kenneth R.
Titel	Neglecting Democracy in Education Policy: A-F School Report Card Accountability Systems
Quelle	In: Education Policy Analysis Archives, 25 (2017) 109, (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Democracy; Educational Policy; Accountability; Achievement Rating; School Effectiveness; Validity; Educational Quality; Measurement; Public Schools; Educational Assessment; Scores; Academic Achievement; Outcomes of Education; Grading; Politics of Education; Neoliberalism; Oklahoma + Suchen Sie Ihr Suchwort? Demokratie; Politics of education; Bildungspolitik; Verantwortung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Schuleffizienz; Gültigkeit; Quality of education; Bildungsqualität; Messverfahren; Public school; Öffentliche Schule; Education; assessment; Bewertungssystem; Schulleistung; Lernleistung; Schulerfolg; Notengebung; Schulnote; Educational policy; Neo-liberalism; Neoliberalismus
Abstract	Sixteen states have adopted school report card accountability systems that assign A-F letter grades to schools. Other states are now engaged in deliberation about whether they, too, should adopt such systems. This paper examines A-F accountability systems with respect to three kinds of validity. First, it examines whether or not these accountability systems are "valid as a measure," that is, do these systems validly measure school quality? Second, it examines whether or not they are valid as a policy instrument. or, how far do A-F accountability systems fulfill the stated aims of their proponents--empowering parents, providing "simple" and "common sense" measures of educational quality, and so on? Finally, it examines whether or not A-F systems are "valid as a democratic framework":, how well do these systems align with the broader goals of educating students for democratic citizenship and of incorporating parents and community members in democratic deliberation about policies for their public schools? The paper concludes that A-F accountability systems are invalid along each of these lines, and provides recommendations for democratically developing and implementing criteria for school assessment. (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