Increasing Equity and Increasing School Performance ''Conflicting or Compatible Goals?:Addressing the Issues in

Main Article Content

Abstract

This work addresses some of the arguments regarding equity in public education versus school performance at issue in the case of Williams v. State of California. The plaintiff’s expert witnesses have argued that the state is responsible to reduce the inequities in California’s public educational system. In contrast, the state’s witnesses argue that some of the plaintiff’s proposals have limited educational effects at the cost of reducing local autonomy. In this paper, I use four years of data from California’s Public Schools Accountability Act (PSAA) to evaluate these claims.

Downloads

Download data is not yet available.

Article Details

How to Cite
Powers, J. M. . (2004). Increasing Equity and Increasing School Performance ’’Conflicting or Compatible Goals?:Addressing the Issues in. Education Policy Analysis Archives, 12, 10. https://doi.org/10.14507/epaa.v12n10.2004
Section
Articles
Author Biography

Jeanne M. Powers, Arizona State University

Jeanne M. Powers is an Assistant Professor in the Division of Educational Leadership and Policy Studies, Arizona State University. She received her PhD in Sociology from the University of California, San Diego. Her current research examines the equity implications of education policy with a focus on high-stakes testing and accountability, and school choice.