The Impact of High-Stakes Assessments on our Schools

Suarez, Tanya M.; Gottovi, Nancy C.

doi:10.1177/019263659207654512

Cited by 3 publications

(3 citation statements)

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“…The variability between and among teachers' actions, and the complexities of their actions in relation to accountability-related curriculum policies, have largely been explained by issues of knowledge of subject matter, knowledge of students, and issues related to teacher attitudes and beliefs (Grant, 2000(Grant, , 2001Suárez & Gottovi, 1992;Wideen, O'Shea, Pye, & Ivany, 1997;Zancanella, 1992). With few notable exceptions (see, for example, Grant, 2001;McNeil, 2000;Meyer, 2002), most of the research on teachers and accountability relies most heavily on teachers' perceptions gained through surveys and interviews, not extended classroom observations (Cimbricz, 2002;Grant, 2001).…”

Section: Moving Beyond the All-bad/all-good Discoursementioning

confidence: 99%

“…4 These researchers conclude that such curriculum policies prevent teachers from delivering more openended, child-explicit instruction that targets higher-order thinking skills (Gallagher, 2000;McNeil, 2000;McNeil & Valenzuela, 2000;Smith, 1991). These researchers also conclude that such policies pressure, in some cases force, teachers to deliver "narrowed," less varied, more routinized instruction focused most explicitly on test preparation (Jones et al, 1999;Suárez & Gottovi, 1992;Wideen et al, 1997). That such curriculum policies, according to the critics, prevent teachers from delivering their "normal" classroom instruction appears well established in the educational literature that is critical of accountability-explicit curriculum policies.…”

Section: Accountability and Teacher Agencymentioning

confidence: 99%

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Teacher Identity and Agency in School Worlds: Beyond the All‐Good/All‐Bad Discourse on Accountability‐Explicit Curriculum Policies

Sloan

2006

Curriculum Inquiry

131

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Drawing on case studies of three elementary school teachers in a diverse urban school setting in Texas, the author explores the varied ways teachers actively read accountability‐related curriculum policies and then respond to these policies. Rooted in classroom observations and extensive teacher interviews, the author examines issues of teacher identity and identity formation as a base from which to explore teacher agency vis‐à‐vis accountability‐explicit curriculum policies. His analysis suggests that (1) individual teachers actively read and respond to locally conceived accountability‐explicit curriculum policies in varied, perhaps even unique, ways; (2) teacher identities are powerful means through which to understand these varied experiences with and responses to accountability‐explicit curriculum policies; and (3) current understandings of teacher agency vis‐à‐vis accountability‐explicit curriculum policies as merely a capacity to resist—as does much of the literature that is critical of accountability—obfuscates important issues of teacher quality and equity.

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Section: Moving Beyond the All-bad/all-good Discoursementioning

confidence: 99%

Section: Accountability and Teacher Agencymentioning

confidence: 99%

Teacher Identity and Agency in School Worlds: Beyond the All‐Good/All‐Bad Discourse on Accountability‐Explicit Curriculum Policies

Sloan

2006

Curriculum Inquiry

131

View full text Add to dashboard Cite

show abstract

“…Finally, it is reasoned that the popularity of externally mandated testing in schools relates to our cultural fondness of attaching a quantitative value to things. As a result, tests have become powerful political devices whose outcomes are used to mold educational policy and practice (Suarez & Gottovi, 1992).…”

Section: Testingmentioning

confidence: 99%

Making the grade : the perceived impact on Florida's A+ plan on the learning environment of one elementary school

Behrman¹

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what instructional decisions where made in response to the A+ Plan including the modification of curriculum, the addition or omission of subject matter taught, and the positive or negative impact these decisions had on the teaching and learning environment.It was found that study participants felt all changes and their effects were a direct result of the A+ Plan and viewed many of the changes as being neither significant nor long term Analysis of the educators' perceptions of the changes they experienced revealed the overall feeling that the changes were not indicative of what was necessary to make a school successful. For the participants, the changes lacked the characteristics that they had described as vital in what constituted success. This led to the conclusion that, byLieberman and Miller's definition, the majority of changes and effects that were implemented at the school as a result of the mandated A+ Plan, were not meaningful and enduring for effective school reform.

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Educational Leadership in an Age of Accountability: The Virginia Experience

Duke¹,

Grogan²,

Tucker³

2003

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The Impact of High-Stakes Assessments on our Schools

Abstract: In recent years, accountability sys tems have gained considerable strength through the introduction of high stakes consequences for poor student performance. As a result, administrators must resist the pres sure to alter sound educational prac tices to increase test scores.

Cited by 3 publications

References 1 publication

Teacher Identity and Agency in School Worlds: Beyond the All‐Good/All‐Bad Discourse on Accountability‐Explicit Curriculum Policies

Teacher Identity and Agency in School Worlds: Beyond the All‐Good/All‐Bad Discourse on Accountability‐Explicit Curriculum Policies

Making the grade : the perceived impact on Florida's A+ plan on the learning environment of one elementary school

Educational Leadership in an Age of Accountability: The Virginia Experience

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