How Data-Driven Reform Can Drive Deficit Thinking

Autor/inn/en	Bertrand, Melanie; Marsh, Julie
Titel	How Data-Driven Reform Can Drive Deficit Thinking
Quelle	In: Phi Delta Kappan, 102 (2021) 8, S.35-39 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217211013936
Schlagwörter	Data Analysis; Educational Policy; Accountability; Middle School Students; Outcomes of Education; Decision Making; Kindergarten; Elementary Secondary Education; Educational Change; Teacher Attitudes; Bilingualism; Disadvantaged; Students with Disabilities; Scores; Achievement Tests; Racial Bias; Power Structure; Whites; Equal Education; Educational Practices + Suchen Sie Ihr Suchwort? Auswertung; Politics of education; Bildungspolitik; Verantwortung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernleistung; Schulerfolg; Decision-making; Entscheidungsfindung; Bildungsreform; Lehrerverhalten; Bilingualismus; Disability; Disabilities; Studentin; Behinderung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Racial discrimination; Rassismus; White; Weißer; Bildungspraxis
Abstract	Propelled by accountability policies, leaders have touted data-driven decision making as a means to improve K-12 student outcomes and drive equity, as teachers analyze data to change instruction. However, many data-driven decision-making reforms have failed to challenge inequity. Melanie Bertrand and Julie Marsh's study of six middle schools shows that teachers' deficit thinking about emergent bilingual students, students with disabilities, and "struggling" students contributes to this failure of data reforms. They argue that blaming these groups for test scores ultimately works to uphold systemic racism, white supremacy, and other forms of injustice, and they conclude by offering recommendations for policy and practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01