Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities

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Abstract

As Bae (2018) suggests, one way to fill gaps between a holistic view of student learning and accountability policy implementation is to use multiple measures that reflect diverse perspectives of learning. The purpose of this commentary is to provide a discussion of issues, which need to be considered in order to achieve the desired outcomes of greater equity and transparency through these broader accountability efforts. In this commentary, we address equity issues related to Bae’s argument and propose that taking action regarding existing inequities in terms of access to resources, and including traditionally excluded voices are crucial to ensuring that new accountability systems meet their intended goal of shared responsibility for deeper learning and continuous improvement. 

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How to Cite
Gil, E., & Kim, T. (2018). Response to “Redesigning Systems of School Accountability”: Addressing underlying inequities. Education Policy Analysis Archives, 26, 9. https://doi.org/10.14507/epaa.26.3438
Section
Redesigning Systems of Assessment and Accountability
Author Biographies

Elizabeth Gil, St. John's University

Elizabeth Gil is an Assistant Professor in the Department of Administrative and Instructional Leadership at St. John’s University. Her research interests include parental and community participation in education reform, coalitions in community engagement and public voice, and understanding the experiences of diverse families in schools. Prior to her current work, she was a teacher, professional developer, mentor, and data specialist in New York City Public Schools.

Taeyeon Kim, Michigan State University

Taeyeon Kim is a K-12 Educational Administration PhD Student in the Educational Administration Department at Michigan State University. Her research focuses on leadership development and school governance under education accountability policies. She is also interested in interactions between global changes and local education policies.