CREATING NEW INEQUALITIES: CONTRADICTIONS OF REFORM

By Linda M. Mcneil. 2000

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The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS) (2001, background): “Such practices create new educational inequalities by restricting minority students’ access to a comprehensive academic curriculum (McNeil & Valenzuela, 2001; McNeil, 2000).”
Strategic Compromise a Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate (2007, background): “Despite the intention for NCLB to reduce inequities in our education system, the enactment of its policies seems instead to increase many existing inequities (DarlingHammond, 2004; Diamond & Spillane, 2004; McNeil, 2000; Muller & Schiller, 2000).”
Professional Development in Inquiry-Based Science for Elementary Teachers of Diverse Student Groups. (2004, background): “Further research may examine the impact of educational policies on classroom instruction (Cohen & Hill, 2000; Knapp, 1997; McNeil, 2000).”
Teacher change and ''high-stakes'' assessment: what happens to professional development? $ (2004, background): “Similarly, in a study of the impact of a new accountability system on one school district, Moore (1994) found that 97% of the 78 teachers whom he sampled increased instruction in tested objectives and 75% of teachers stopped teaching topics in the curriculum that were not included on the test.”