A presentation to the National Assessment Governing Board’s 25 Anniversary Celebration, February 26, 2014, Washington, D.C.
Contemporary education policy, whatever else it may or may not have accomplished, has narrowed the school curriculum by holding schools accountable primarily for their student scores in math and reading.
Teachers College Press and EPI Book
Paperback, $19.95, 277 pages, 6″ x 9″
Published by the Economic Policy Institute and Teachers College Press (October 20, 2008)
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Table of contents
Chapter 1 The outcome goals of American public education
Chapter 2 Weighting the goals of public education
Chapter 3 Goal distortion
Chapter 4 Perverse accountability
Chapter 5 Accountability by the numbers
Chapter 6 Early NAEP
Chapter 7 School boards, accreditation, and Her Majesty’s Inspectors
Chapter 8 An accountability system for schools and other institutions of youth development
Appendix 1 Schools as scapegoats
Appendix 2 A Broader, Bolder Approach to Education
Appendix 3 Goals survey methodology
Appendix 4 Teacher accounts of goal distortion
Except for the military, Americans devote more resources to elementary and secondary education than to any other activity we undertake in common.
The "achievement gap" usually refers to the difference between black and white students' basic skills test scores. But education and youth development consists of more than basic skills -- it also includes critical thinking, social skills and a work ethic, citizenship and community responsibility, physical health, emotional health, appreciation of the arts and literature, and preparation for skilled work. Greater equity in outcomes requires narrowing the achievement gap in each of these areas. In this "Report Card on Comprehensive Equity" (prepared for the Campaign for Educational Equity at Teachers College, Columbia University), Richard Rothstein, Rebecca Jacobsen, and Tamara Wilder estimate the black-white achievement gaps in each of these aspects of education and youth development, and illustrate the types of data gathering which should be undertaken for ongoing measurement of these gaps.
[ THIS ARTICLE ORIGINALLY APPEARED IN THE MARCH 2007 ISSUE OF THE SCHOOL ADMINISTRATOR. ]
A Test of Time
Unchanged Priorities for Student Outcomes
By Richard Rothstein and Rebecca Jacobsen
Go to “ 100 Points, 8 Goals, Your Choice “
As the nation emerged from the Great Depression and as the world hurtled toward a Second World War that would also consume us, the American Association of School Administrators re-examined the purposes of American education.
[THIS ARTICLE ORIGINALLY APPEARED IN THE PHI DELTA KAPPAN 88 (4), DECEMBER 2006.]
No Child Left Behind (NCLB) holds all elementary schools, regardless of student characteristics, accountable for achieving proficient student scores in reading and math.
[THIS PAPER WAS PREPARED FOR THE SYMPOSIUM, “EXAMINING AMERICA’S COMMITMENT TO CLOSING ACHIEVEMENT GAPS: NCLB AND ITS ALTERNATIVES,” SPONSORED BY THE CAMPAIGN FOR EDUCATIONAL EQUITY, TEACHERS COLLEGE, COLUMBIA UNIVERSITY, NOVEMBER 13-14, 2006]
‘Proficiency for All’ – An Oxymoron
by Richard Rothstein, Rebecca Jacobsen, and Tamara Wilder
This paper is available in PDF format.
March 2005 | EPI/TCP Book
Materials for news media: News release | Fact sheet
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Audio: Listen to a March 30 national news conference call with the authors
Table of contents
Introduction and summary