Recasting the Vision for Achieving Equity

Walker, T. Anthony

doi:10.1177/0013124516643761

Cited by 3 publications

(1 citation statement)

References 33 publications

(51 reference statements)

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“…Advocates for school accountability highlight its beneficial impact on education, especially for marginalized groups. These advocates argue such measures can enhance focus on the needs of disadvantaged students and contribute to reducing the achievement gap (Figlio & Loeb, 2011;Walker, 2017). Proponents contend that accountability motivates schools to allocate resources effectively towards struggling students, apply evidence-based practices, and provide additional support, thereby improving student outcomes (Dubnick, 2014;Figlio & Loeb, 2011;Gorur, 2017;McGuinn, 2019;Stensaker & Harvey, 2011).…”

Section: School Accountability Criticismsmentioning

confidence: 99%

Longitudinal Consistency of Demographic Impact on School Accountability in Arkansas: A Multi-Year Linear Regression Analysis of ESSA Scores

Mills,

Wake,

Dailey

2023

Preprint

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This study explores the extent to which demographic factors influence a school's letter grade under the Every Student Succeeds Act (ESSA) guidelines in Arkansas. The research has two primary objectives: first, to analyze the impact of demographic variables on school ratings within the Arkansas education system, and second, to identify potential predictive variables that significantly affect a school's ESSA score. The study focuses on the predictive power of race and socio-economic status on ESSA index scores and examines disparities in the representation of various demographic groups in schools with differing ESSA letter grades. The findings aim to provide a nuanced understanding of the relationship between school demographics and performance evaluations, highlighting the need for more equitable and effective policy decisions. This research is expected to contribute to a reassessment of current evaluative metrics and promote a more inclusive and representative educational assessment system.

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Section: School Accountability Criticismsmentioning

confidence: 99%

Longitudinal Consistency of Demographic Impact on School Accountability in Arkansas: A Multi-Year Linear Regression Analysis of ESSA Scores

Mills,

Wake,

Dailey

2023

Preprint

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The Fiscal Disparity and Achievement Gap between Extremely Wealthy and Poor School Districts in Illinois

2018

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An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

Ansorger

2021

Education Sciences

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Through the lens of an adapted Maslow’s hierarchy of needs, I have analyzed (1) the impact of the three main educational reforms of the 20th and 21st centuries on culturally and linguistically diverse (CLD)and low-socioeconomic (SES)students in the core subjects up to the COVID-19 pandemic; (2) the efficacy of current classroom assessment practices, and (3) a brief reimagining of how changing equity standards in teaching and assessment post-COVID-19 could aid in CLD and low-SES students achieving a higher self-esteem level. I contend that student success, or self-esteem, can only be achieved by first satisfying the needs at the lower hierarchy levels. By analyzing CLD and SES students’ school experiences, educators and policy-makers can extrapolate the requirements for inclusive, rigorous, and responsive assessments that recognize students’ needs and utilize their cultural and linguistic diversity. As states begin the shift from remote learning back to face-to-face in the fall, more significant considerations of CLD and low-SES students must be ensured.

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Recasting the Vision for Achieving Equity

Abstract: This article explores past and current education testing frameworks as a pretext for constructing a policy platform with the efficacy to transform systems and structures that hinder opportunities and resist equitable practices.

Cited by 3 publications

References 33 publications

Longitudinal Consistency of Demographic Impact on School Accountability in Arkansas: A Multi-Year Linear Regression Analysis of ESSA Scores

Longitudinal Consistency of Demographic Impact on School Accountability in Arkansas: A Multi-Year Linear Regression Analysis of ESSA Scores

The Fiscal Disparity and Achievement Gap between Extremely Wealthy and Poor School Districts in Illinois

An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19

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