You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
How We Define Success: Holding Values in an Era of High Stakes Accountability
Schools: Studies in Education
Vol. 6, No. 2 (Fall 2009), pp. 173-186
Stable URL: http://www.jstor.org/stable/10.1086/605886
Page Count: 14
You can always find the topics here!Topics: Students, High school students, Learning, High schools, Curricula, Educational evaluation, Classrooms, Teachers, Curriculum evaluation, Mayan culture
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Abstract In the current climate of high stakes testing and tough love rhetoric, many educational stakeholders have become increasingly reliant on standardized test scores to determine whether or not individual students, teachers, and schools—and even entire districts and states—are successful. In contrast to the black and white picture that test‐driven data often paint, however, a diversity of high‐functioning, innovative schools exists around the country whose standards do not mesh with the values inherent in high stakes accountability mandates. The story that follows highlights this clash of values by documenting how the staff in one Boston pilot school has struggled to maintain its own high standards while also responding to often conflicting state and federal accountability mandates.
© 2009 Francis W. Parker School, Chicago. All rights reserved.