ERIC Number: ED377201
Record Type: Non-Journal
Publication Date: 1993-Nov
Reference Count: N/A
Assessment, Equity, and Diversity in Reforming America's Schools. Project 2.5, Analytical Models for Performance and Delivery Standards.
Winfield, Linda F.
National standards and assessments are being proposed as a strategy for improving schools in the United States. However, proposed federal policies for implementation raise serious concerns about the extent to which national standards and assessments alone will help improve the quality of public education for all, or whether they will serve to deepen the already severe educational and economic cleavages that exist in this nation, especially along racial/ethnic lines. The implications of this policy for equity and diversity are examined in terms of antecedent instructional conditions, the proposed test, the testing context, and the diversity of learners to be assessed. Without a strong and serious commitment to opportunity to learn, this policy serves a symbolic and political function rather than an instrumental one in improving schooling outcomes, particularly for disadvantaged urban and racial/ethnic minority students. (Contains 93 references.) (Author/SLD)
Descriptors: Cultural Differences, Educational Assessment, Educational Change, Educational Improvement, Elementary Secondary Education, Equal Education, Ethnic Groups, Minority Groups, National Competency Tests, Outcomes of Education, Public Schools, Racial Differences, Standards, Test Content, Test Use, Urban Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.