High-Stakes Reform: The Politics of Educational Accountability

The Politics of Educational Accountability
Georgetown University Press
  • erschienen am 13. Juli 2011
  • Buch
  • |
  • Softcover
  • |
  • 223 Seiten
978-1-58901-767-2 (ISBN)
Analyzes the political processes and historical context that led to the enactment of state-level education accountability policies across the country. This title situates education accountability movement in the context of public administration research, emphasizing the relationships among equity, accountability, and intergovernmental relations.
  • Englisch
  • Washington, DC
  • |
  • USA
  • Für Beruf und Forschung
  • |
  • US School Grade: College Graduate Student and over
  • Broschur/Paperback
4 Figures; 6 Tables, unspecified
  • Höhe: 226 mm
  • |
  • Breite: 150 mm
  • |
  • Dicke: 15 mm
  • 386 gr
978-1-58901-767-2 (9781589017672)
1589017676 (1589017676)
weitere Ausgaben werden ermittelt
Kathryn A. McDermott is an associate professor of education and public policy at the University of Massachusetts, Amherst.
1. Scrutinizing Educational Performance 2. Performance-Based Accountability 3. The Evolution of Educational Accountability 4. Education Standards and Performance Accountability, 1970-2001 5. Educational Performance Accountability in Three States 6. Education Finance and Accountability in Massachusetts: "The Grand Bargain" 7. Accountability and Equity in New Jersey: "Where Home Rule Hasn't Worked, the Legislature Must Do What Home Rule Has Not Done" 8. Incrementalism and Local Control in Connecticut: "I'm Not Out Looking for Your Keys" 9. Assessing Performance Accountability in Education 10. Lessons for Performance Measurement Research and Practice References Index
"A noble effort to advance the common understanding of the variables at play in this complicated and important conversation about the future of public education. It is also not a shot at any of the players. Through a reasoned discussion of the issues, it is an attempt to help us all move forward in a positive direction, rather than one that is detrimental to all-most notably, the children." -- Dave Moyer, New York Journal of Books

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