ERIC Number: ED371976
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Accountability, Invisibility, and the Politics of Numbers: School Report Cards and Race.
Herrington, Carolyn D.
This study focuses on school report cards as an accountability tool, and on how their use interacts with one of the most persistent problems facing the public education system, i.e., the continuing underachievement of minority students. The paper looks specifically at the issues concerning the desirability of reporting student performance by race and ethnicity at the school level. The use of school based performance data reporting requirements, or school report cards as they are commonly termed, reflects a convergence of a number of different lines of research and development including a greater need for public accountability, positive research findings on the role of parental involvement in school performance, research on effective schools, and increased data management capacity at the state and local levels. Information for the study was gathered in a series of interviews with school, district, and community based officials knowledgeable about the role of parents, minorities, and school improvement. The intent was to explore the intersection of state mandated school based performance reporting policies and their impact on increasing the visibility of minority students. The Dade County, Florida school system was selected for its recent reform activities and diverse student population. The study concluded that parents do not pay attention to the school report cards. Most principals interviewed believed that requiring schools to report performance data by race and ethnicity has a negative impact on improving the educational system. They believed that such reporting was divisive and detrimental, and thus further increasing racial tensions. District and community officials, however, did not agree. Contains 20 references. (DK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: N/A