Educational accountability is out of step — Now more than ever

Gottlieb, Derek; Schneider, Jack

doi:10.1177/0031721720956842

Cited by 6 publications

(4 citation statements)

References 1 publication

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“…In 2020, the federal law that mandated testing for at least 95 percent of students had been waived together with other testing provisions (Spurrier et al. 2020), which may be a sign of potential changes to come for a more holistic judgment of schools or may simply be a bump in the regime of school accountability (Gottlieb and Schneider 2020).…”

Section: Social Ecological Conditions For Accountabilitymentioning

confidence: 99%

“…Spurrier, Aldeman and Schiess (2020) argue for the need to track student performance to know the extent of learning loss and the students most disadvantaged, while the National Academy of Education ( 2021) argue that such summative assessments cannot accurately be used to rate schools, much less hold these schools accountable. In 2020, the federal law that mandated testing for at least 95 percent of students had been waived together with other testing provisions (Spurrier et al 2020), which may be a sign of potential changes to come for a more holistic judgment of schools or may simply be a bump in the regime of school accountability (Gottlieb and Schneider 2020).…”

Section: Changing Social Pressures Resistance and Pandemicsmentioning

confidence: 99%

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Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

Trinidad

2022

Sociological Inquiry

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In school systems around the world, countless reform strategies have focused on school and teacher accountability-the process of evaluating schools' performance on the basis of student measures.Policy and education research has been dominated by debates on its effectiveness, where advocates highlight the positive effects on achievement while critics emphasize the negative consequences on pressure, morale, and autonomy. Yet the question is not so much whether to have accountability, but what form it should take. To answer this, sociologists contribute through their study of accountability's organizational and ecological dynamics-key facets that are sidelined when researchers only focus on quantitative program evaluation. An organizational perspective highlights the meaning-making school actors and the general public have of the policy, viewing it through technical-rationalist and institutional-performative lenses. An ecological perspective highlights how the form of accountability is a negotiated outcome of larger macrosocial forces, and how accountability is itself contributive to larger social changes. This review suggests a broader conceptualization of accountability regimes, and the unique contribution of critical, organizational, and sociological perspectives to the study of public policies.

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Section: Social Ecological Conditions For Accountabilitymentioning

confidence: 99%

Section: Changing Social Pressures Resistance and Pandemicsmentioning

confidence: 99%

Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

Trinidad

2022

Sociological Inquiry

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“…While there are many challenges, the past year has opened possibilities for reimagining the roles of educational institutions so that they may serve students better (Zhao, 2020). The switch to remote learning and waivers for federal education requirements heightened calls to shift school accountability practices (Gottlieb & Schneider, 2020;Petrilli, 2020). We also take up this discussion, by turning to Leigh Patel's notions of pausing and answerability to refuse coloniality in educational research.…”

Section: Facilitating Remote Learning During a Global Pandemicmentioning

confidence: 99%

Pausing for Answerability: A Critical Investigation of U.S. Assessment and Accountability Decisions Amidst the covid-19 Pandemic

Carter

McIntee

2021

Beijing International Review of Education

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This paper takes up Leigh Patel’s (2016) methodological stance of pausing to consider how and whether the U.S. federal government’s theory of educational change, or their plan for educational equity and accountability, is answerable to Black, Indigenous, and students of color in the context of the global pandemic, the switch to remote learning, and global uprisings for Black lives. To discuss the federal government’s current theory of educational change, we (the authors) conducted a policy document review, outlining the U.S.’s educational response(s) to the ongoing global health crisis. The paper reports on current federal law requirements and waivers for: assessments, accountability, reporting, and school identification. We also discuss how the federal educational response is limited for addressing the context and learning of Black, Indigenous and students of color. We practice answerability by positing alternative approaches for educational policymaking in the age of covid-19.

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“…In very recent educational literature, Covid 19 is most frequently represented as a 'game changer' [1]; seriously disruptive of schooling as we have come to know and recognise it, while hastening clarion calls for reform of the status quo [2][3][4][5][6]. Notwithstanding the import of the word 'pandemic' , throughout the twentieth century, there have been repeated cries of 'crisis' in education, 'A Nation At Risk' [7] comes to mind, pre-dated by the 'Sputnik ' (1957) shock (see [8]), perhaps foreshadowing more contemporary pre-occupations with STEM, and more recent systemic tremors in the form of 'PISA shock' [9] as it impacted in Germany, and elsewhere.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Teaching in an Uncertain World: Pedagogical Continuities, Un-Precedented Challenges

Farrell¹,

Sugrue²

2021

Teacher Education in the 21st Century - Emerging Skills for a Changing World

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Beyond the very pressing immediacy of the pace of change induced by internationalising tendencies, a world without borders, there is increasing pressure on teachers to be more adept, agile, and adaptive, particularly at incorporating new and emerging technologies into their pedagogical repertoires, while international agencies, increasingly influential in this febrile landscape, proffer reform rhetorics that are superficial at best in their appreciation or understanding of local conditions, the realities of teachers’ lives and work. While an emphasis on ‘what works’ too has its limitations, what this chapter seeks to identify is not merely incremental contributions to often limited pedagogical repertoires, but to approach the considerable challenge from a sustainability perspective, sufficient to identify adaptive steps to possible futures that are hopeful, life enhancing, sustaining and sustainable, enriching the quality of teaching and learning, contributing to an emerging pedagogical praxis.

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Educational accountability is out of step — Now more than ever

Cited by 6 publications

References 1 publication

Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

Meaning‐Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies

Pausing for Answerability: A Critical Investigation of U.S. Assessment and Accountability Decisions Amidst the covid-19 Pandemic

Sustainable Teaching in an Uncertain World: Pedagogical Continuities, Un-Precedented Challenges

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