Other Scholarly Content

Abstract

• EdTrust recently published a report using an “equity analysis” to critique states’ accountability plans, recommending several steps states might take to improve their systems. Despite the language of “equity” and attention to “asset-based” framings of educational data, the vision of what high-quality accountability structures would look like and would do simply recycles the naïve hopes that fueled the original push for NCLB. Relying heavily on indicators and tools that EdTrust has developed or compiled itself, it does not see the historical record of failure as a reason to abandon the approach. In critiquing state ESSA plans, it offers nothing more original than the very same strategy that gave rise to ESSA in the first place.

   

Creator

• Gottlieb, Derek

Date Issued

• 2024-11-19

Academic Affiliation

• National Education Policy Center

Subject

• Elementary and Secondary Education Act
• Equity and Social Justice
• Neoliberal Reforms
• Politics, Policy, and School Practices
• Accountability and Testing

Publisher

• National Education Policy Center

Last Modified

• 2024-11-20

Location

• Boulder

Related URL

•  https://nepc.colorado.edu/review/essa

Resource Type

• Review

Rights Statement

• In Copyright

Peer Reviewed

• Yes

Series

• National Education Policy Center

Language

• English [eng]

Citation

• Gottlieb, D. (2024). NEPC review: Reassessing ESSA implementation: An equity analysis of school accountability systems. Boulder, CO: National Education Policy Center. Retrieved [date] from https://nepc.colorado.edu/review/essa

License

• Creative Commons BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International

Relationships

In Collection:

• National Education Policy Center

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	NR_Gottlieb.pdf	2024-11-20	Public	Download