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ERIC Number: EJ1169487
Record Type: Journal
Publication Date: 2018-Jan-29
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1068-2341
Response to "Redesigning Systems of School Accountability": Addressing Underlying Inequities
Gil, Elizabeth; Kim, Taeyon
Education Policy Analysis Archives, v26 n9 spec iss Jan 2018
As Bae (2018) suggests, one way to fill gaps between a holistic view of student learning and accountability policy implementation is to use multiple measures that reflect diverse perspectives of learning. The purpose of this commentary is to provide a discussion of issues, which need to be considered in order to achieve the desired outcomes of greater equity and transparency through these broader accountability efforts. In this commentary, we address equity issues related to Bae's argument and propose that taking action regarding existing inequities in terms of access to resources, and including traditionally excluded voices are crucial to ensuring that new accountability systems meet their intended goal of shared responsibility for deeper learning and continuous improvement.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan (Detroit); Colorado (Denver)
Grant or Contract Numbers: N/A