Reform, Resistance, . . . Retreat? The Predictable Politics of Accountability in Virginia

Autor/in	Hess, Frederick M.
Titel	Reform, Resistance, . . . Retreat? The Predictable Politics of Accountability in Virginia
Quelle	In: Brookings Papers on Education Policy, (2002), S.69-122 (54 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2719
DOI	10.1353/pep.2002.0007
Schlagwörter	Stellungnahme; State Officials; Program Effectiveness; Accountability; Educational Change; State Standards; Case Studies; Politics of Education; High Stakes Tests; Futures (of Society); Educational Trends; Academic Achievement; Virginia + Suchen Sie Ihr Suchwort? Member of the government; Regierungsmitglied; Verantwortung; Bildungsreform; Case study; Fallstudie; Case Study; Educational policy; Bildungspolitik; Future; Society; Zukunft; Bildungsentwicklung; Schulleistung
Abstract	In the 1990s, Virginia launched one of the nation's most ambitious standards-based reform efforts. Encouraged by a budding national accountability movement and motivated by conservative distrust of the public school establishment, state officials sought to clarify what students needed to know and to hold students and educators accountable for demonstrated performance. The effort to launch and then implement the state's nationally hailed Standards of Learning (SOLs) program would provide an exemplary case study of the political tensions that imperil any push for high-stakes accountability. By 2001, determining with certainty which program elements were the result of educational considerations and which were a response to political challenges would prove difficult. These developments were particularly illuminating given Virginia's earlier experiences with high-stakes reform. In this paper, the author uses Virginia's extensive experiences with high-stakes accountability to examine the politics and prospects of standards-based reform. He considers the history of Virginia's experiences with standards-based reform, the effect of the Standards of Learning on student performance, and their impact on the broader culture of schooling. Comments by Alan Wurtzel and Iris C. Rotberg are presented. (Contains 116 notes.) (ERIC).
Anmerkungen	Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-536-3600; Fax: 202-536-3623; e-mail: bibooks@brookings.edu; Web site: http://www.brookings.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10