Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses

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Abstract

This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.

Original languageEnglish
Pages (from-to)160-174
Number of pages15
JournalEducational Forum
Volume81
Issue number2
DOIs
Publication statusPublished - 3 Apr 2017

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Keywords

  • accountability
  • compliance
  • data-driven decision making
  • diversity
  • equity
  • policy implementation
  • political aspects/governmental influence
  • school districts
  • subgroup accountability pressure

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