In this authoritative volume, leading educators and scholars examine the current accountability movement and the extent to which it supports equity and democracy. They address how it was constructed, who it actually benefits, as well as how genuine progress can be made to close racial disparities in achievement. While the authors have different perspectives, they all share a commitment to improving education for all children, especially for those who have been historically underserved. Featuring case studies and critical analyses, this important volume examines:
- The pressures placed on classroom teachers and how visionary school leaders can support equity and excellence in teaching.
- How a learner-centered model of instruction supports student achievement, as well as equity and democracy.
- Various meanings of accountability, focusing on those that have the best record for improving student learning.
- Who or what is driving accountability policy, who wins, and who loses as a result.
Contributors: Cherry A. McGee Banks • James A. Banks • Linda Darling-Hammond • David Gillborn • Jori N. Hall • Robert L. Linn • Barbara L. McCombs • Kathryn Bell McKenzie • Laurence Parker • James Joseph Scheurich • Linda Skrla • Jamy Stillman • Sally Tomlinson • Lois Weiner
Christine E. Sleeter is Professor Emerita in the College of Professional Studies at California State University, Monterey Bay and the author of several books, including Un-Standardizing Curriculum and Culture, Difference, and Power.