Leaving Children Behind

Leaving Children Behind : How "Texas-style" Accountability Fails Latino Youth

4.25 (8 ratings by Goodreads)

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Description

The federal government has based much of its education policies on those adopted in Texas. This book examines how "Texas-style" accountability--the notion that decisions governing retention, promotion, and graduation should be based on a single test score--fails Latina/o youth and their communities. The contributors, many of them from Texas, scrutinize state policies concerning high-stakes testing and provide new data that demonstrate how Texas' current system of testing results in a plethora of new inequalities. They argue that Texas policies exacerbate historic inequities, fail to accommodate the needs and abilities of English language learners, and that the dramatic educational improvement attributed to Texas' system of accountability is itself questionable. The book proposes a more valid and democratic approach to assessment and accountability that would combine standardized examinations with multiple sources of information about a student's academic performance.
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Product details

  • Hardback | 322 pages
  • 149.9 x 231.1 x 22.9mm | 498.96g
  • Albany, NY, United States
  • English
  • Total Illustrations: 0
  • 0791462390
  • 9780791462393

Review quote

"U.S. schools have been engaged in a gigantic effort to impose Texas-style test-driven reform on all U.S. schools. This book reports things are very different than they seem in Texas and helps explain the major problems in implementing President Bush's No Child Left Behind law. The richness of the contributions by major Latino scholars to this analysis should help us understand the tremendous need to diversity our faculties if we are to understand our changing society and its schools."
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About Angela Valenzuela

Angela Valenzuela is Professor of Curriculum and Instruction and Mexican American Studies at the University of Texas at Austin.
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Rating details

8 ratings
4.25 out of 5 stars
5 62% (5)
4 25% (2)
3 0% (0)
2 0% (0)
1 12% (1)
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