Leaving Children Behind, How "Texas-Style" Accountability Fails Latino Youth

By M. Carreira. 2005

197 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e90b47d9f8b4a4c5e69a3692295b58385233bced

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In Education

Citations in the corpus

Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners (2006, background): “524 Bilingual Research Journal, 30: 2 Summer 2006 that ELLs consistently perform far below native English speakers on widescale assessments, in language arts as well as in content-area subjects, and across grade levels (Escamilla, Mahon, Riley-Bernal, & Rutledge, 2003; Valenzuela, 2005).”
Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S. (2010, background): “(e.g., Haney, 2000; Valenzuela, 2005). completing their minimalist program.11 The standards to get into these programs are often very low, sometimes only requiring “a heartbeat and a check that clears the bank.””
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners (2013, background): “In practice, however, these educational reforms have largely failed to acknowledge and respond the distinctive needs of bilingual learners or considered them only as an afterthought (Abedi, 2004; Crawford, 2008; Herrera & Murray, 2006; Valenzuela, 2005; Wiley & Wright, 2004).”
Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship (2014, background): “…for developing critical thinking skills; pedagogy heavily weighed towards direct as opposed to child-centered instruction; and diminished relationships between teachers and students, particularly for low-income students and students of color (Lipman 2004; McNeil 2000; Valenzuela 2005).”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, methodology): “Despite the inherent issues with the use of achievement scores (e.g., Valenzuela, 2005), I use achievement scores as outcomes for two key reasons: one is to be consistent with scholars’ assertions that there is a need to link ABP to achievement outcomes to influence policy (Sleeter, 2004).”
Handbook of Human and Social Conditions in Assessment (2016, background): “…tests in the U.S. in 2001, we have come to learn a great deal about the intended and unintended effects of high-stakes testing practices on teachers and their students within the United States (Boohrer-Jennings, 2005; Jones, Jones, & Hargrove, 2003; Nichols & Berliner, 2007a; Valenzuela, 2005).”