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ERIC Number: EJ854864
Record Type: Journal
Publication Date: 2009
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1550-1175
How We Define Success: Holding Values in an Era of High Stakes Accountability
Gasoi, Emily
Schools: Studies in Education, v6 n2 p173-186 Fall 2009
In the current climate of high stakes testing and tough love rhetoric, many educational stakeholders have become increasingly reliant on standardized test scores to determine whether or not individual students, teachers, and schools--and even entire districts and states--are successful. In contrast to the black and white picture that test-driven data often paint, however, a diversity of high-functioning, innovative schools exists around the country whose standards do not mesh with the values inherent in high stakes accountability mandates. The story that follows highlights this clash of values by documenting how the staff in one Boston pilot school has struggled to maintain its own high standards while also responding to often conflicting state and federal accountability mandates.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts