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ERIC Number: EJ964146
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1550-1175
In the Year of the D: Accountability Reflections from a School Positioned for Closure
Hawkes, T. Elijah
Schools: Studies in Education, v8 n2 p231-251 Fall 2011
American educators are expected to be partners in the rearing of our children, with crucial roles in children's intellectual and moral development both. We therefore must find thoughtfully balanced ways of assessing school performance and engineering school reform. In this essay, a high school principal reflects on recent accountability reforms in the New York City school system and the flaws in the high-stakes Progress Report grades that are used to praise and condemn schools. Another element of the New York City school accountability system, the Quality Review, is discussed for its merits. The essential question emerges: How can a school system effectively engage school-based practitioners in school-based reform, while keeping the well-being of the whole child at the center?
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: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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: New York