Avoidable Losses: High-Stakes Accountability and the Dropout Crisis

Autor/inn/en	McNeil, Linda McSpadden; Coppola, Eileen; Radigan, Judy; Heilig, Julian Vasquez
Titel	Avoidable Losses: High-Stakes Accountability and the Dropout Crisis
Quelle	In: Education Policy Analysis Archives, 16 (2008) 3, S.1-48 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	High Schools; Dropout Rate; Dropouts; Second Language Learning; Accountability; Models; Minority Groups; High Stakes Tests; Principals; Public Schools; Student Promotion; Academic Achievement; Achievement Tests; Massachusetts; Texas + Suchen Sie Ihr Suchwort? High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Zweitsprachenerwerb; Verantwortung; Analogiemodell; Ethnische Minderheit; Principal; Schulleiter; Public school; Öffentliche Schule; Support of studies; Studienförderung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Master-Studiengang
Abstract	In the state of Texas, whose standardized, high-stakes test-based accountability system became the model for the nation's most comprehensive federal education policy, more than 135,000 youth are lost from the state's high schools every year. Dropout rates are highest for African American and Latino youth, more than 60% for the students we followed. Findings from this study, which included analysis of the accountability policy in operation in high-poverty high schools in a major urban district, analysis of student-level data for more than 271,000 students in that district over a seven-year period under this policy, and extensive ethnographic analysis of life in schools under the policy, show that the state's high-stakes accountability system has a direct impact on the severity of the dropout problem. The study carries great significance for national education policy because its findings show that disaggregation of student scores by race does not lead to greater equity, but in fact puts our most vulnerable youth, the poor, the English language learners, and African American and Latino children, at risk of being pushed out of their schools so the school ratings can show "measurable improvement." High-stakes, test-based accountability leads not to equitable educational possibilities for youth, but to avoidable losses of these students from our schools. (Contains 3 tables, 8 figures and 5 footnotes.) (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	2017/4/10