Document Type
Article
Publication Date
4-3-2017
Journal / Book Title
In The Educational Forum
Abstract
This article examines school-level responses to subgroup accountability pressure through an ethnographic case study of a school cited for failing to make adequate yearly progress for student subgroups. Concerns about the calculations and measures used to derive the citation and reservations about acting on accountability data delegitimized the citation and rendered the identified subgroups irrelevant to daily practice. Under district guidance, compliance with subgroup accountability was independent of the school's internal efforts to promote equity.
DOI
10.1080/00131725.2017.1280756
MSU Digital Commons Citation
Garver, Rachel, "Orienting Schools Toward Equity: Subgroup Accountability Pressure and School-Level Responses" (2017). Department of Educational Leadership Scholarship and Creative Works. 28.
https://digitalcommons.montclair.edu/educ-leadership-facpubs/28
Published Citation
Garver, R. (2017, April). Orienting schools toward equity: Subgroup accountability pressure and school-level responses. In The Educational Forum (Vol. 81, No. 2, pp. 160-174). Routledge.