"Expanding the moral community" or "blaming the victim"? The politics of state education accountability policy

• Published in: American educational research journal Vol. 44; no. 1; pp. 77 - 111
• Main Author: McDermott, Kathryn A
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA SAGE Publications 01.03.2007; American Educational Research Association
• Subjects: Academic standards; Accountability; Bildungspolitik; Bildungsstandards; Bildungswesen; Boards of education; Case Studies; Connecticut; Court Litigation; Credibility; Criticism; Data analysis; Debates; Demokratie; Education; Education policy; Educational Opportunities; Educational Policy; Educational reform; Educational research; Educational systems; Equal Education; Exit examinations; Fallstudie; High school diplomas; High school students; High schools; Inequality; Mass Media; Massachusetts; Media coverage; Moral; New Jersey; No Child Left Behind Act 2001-US; Oral history; Policy making; Political debate; Political science; Politics; Politik; Public Education; Public schools; Quality of education; Rechenschaftslegung; Rechtsgrundlage; Regierung; Sanctions; School districts; Social and Institutional Analysis; Staat; State laws; State Legislation; State power; States; Students; Test; USA; Vermont; Vermont; Massachusetts; New Jersey; Connecticut; politics; equity; accountability; implementation; policy
• ISSN: 0002-8312; 1935-1011
• DOI: 10.3102/0002831206299010

Advocates of educational accountability policies say that the policies are intended to use the state's authority to ensure equal educational opportunity. Opponents make essentially the opposite claim: that expanded state power is intended to disempower local communities and to single them out for blame, in response to larger political and economic imperatives. This article analyzes the enactment of educational accountability policies in four U.S. states, drawing upon legislative documents, hearing and debate transcripts where available, and press coverage. The analysis concludes that policy makers did intend to make the public education system more equitable. However, the results of the policies as implemented show a significant gap between aspirations and results. This gap increases the accountability-policy critics' credibility. (DIPF/Orig.).