Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Educational Policy
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Winfield, L. F.
Right arrow Articles by Woodard, M. D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Assessment, Equity, and Diversity in Reforming America's Schools

Linda F. Winfield

UCLA Graduate School of Education, 405 Hilgard Avenue, Los Angeles, CA 90024.

Michael D. Woodard

National standards and assessments are being proposed as a strategy for improving schools in the United States. However, proposed federal policies for implementation raise serious concerns about the extent to which national standards and assessments alone will help improve the quality of public education for all or whether it will serve to deepen the already severe educational and economic cleavages that exist in this nation, especially along racial/ethnic lines. We examine the implications of this policy for equity and diversity in terms of antecedent instructional conditions, the proposed test, the testing context, and the diversity of learners to be assessed. Without a strong and serious commitment to opportunity to learn, this policy serves as a symbolic and political fiction rather than an instrumental one in improving schooling outcomes, particularly for disadvantaged urban and racial/ethnic minority students.

Educational Policy, Vol. 8, No. 1, 3-27 (1994)
DOI: 10.1177/0895904894008001001
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational Administration QuarterlyHome page
W. F. Tate
School Mathematics and African American Students: Thinking Seriously about Opportunity-to-Learn Standards
Educational Administration Quarterly, August 1, 1995; 31(3): 424 - 448.
[Abstract]

Home page
 Urban EducationHome page
C. Teddlie, M. H. Lang, and J. Oescher
The Masking of the Delivery of Educational Services to Lower-Achieving Students
Urban Education, July 1, 1995; 30(2): 125 - 149.
[Abstract]