Promise, progress, problems, and paradoxes of three phases of accountability: A longitudinal case study of the Baltimore City public schools

Issues associated with attempting to achieve academic equity while raising achievement gains for all Americans are being negotiated at a large scale and with particular urgency in our urban school districts. Building from a decade of archival data, 6 years of student-level quantitative data, semistr...

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Bibliographic Details
Published in:American educational research journal 2005, Vol.42 (1), p.43-75
Main Authors: Stringfield, Samuel C, Yakimowski-Srebnick, Mary E
Format: Article
Language:English
Subjects:
Academic achievement
Access to education
Accountability
Achievement Gains
African Americans
At risk students
Baltimore, Md
Bildungsstandards
Chancengleichheit
Education reform
Educational Change
Educational policy
Educational reform
Educational research
Educational sciences
Elementary schools
Empirische Untersuchung
Equal Education
Ethnicity
Fallstudie
Geschichte (Histor)
Graduation rate
High Risk Students
High school students
High Schools
Learning
Leistungsmessung
Leistungssteigerung
Longitudinal Studies
Längsschnittuntersuchung
Maryland
No Child Left Behind Act
No Child Left Behind Act 2001-US
North America
Outcomes of Education
Policy, reform, legislation
Poverty
Public Schools
Rechenschaftslegung
Reforms
School boards
School districts
School systems
Schule
Schulgesetz
Schulreform
Schülerleistung
Secondary schools
Social and Institutional Analysis
Soziale Benachteiligung
Stadt
Students
United States
Urban Schools
USA
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Summary:Issues associated with attempting to achieve academic equity while raising achievement gains for all Americans are being negotiated at a large scale and with particular urgency in our urban school districts. Building from a decade of archival data, 6 years of student-level quantitative data, semistructured interviews, document analyses, and observations of key informants, the authors examine the long-term interplay of shifting state and federal policies related to accountability requirements, organizational responses, and student outcome measures in the Baltimore City Public School System, a large, high-poverty, majority-minority urban school system. Analyses conducted from 1992 through the spring of 2003 are presented in the light of both increasing accountability requirements and national and state calls for urban school reform. The authors conclude by examining possible implications for districts and states serving large concentrations of students at risk. (DIPF/Orig.).
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312042001043