High-stakes accountability in urban elementary schools: challenging or reproducing inequality

In this article, the authors use data from interviews and observations in four urban elementary schoolsFtwo high-performing and two probation schoolsFto examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on the schools ’ accountability status. In probation schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given greater consideration in the implementation of high stakes accountability policies. One of the most consistent findings in educational research is that family background is linked to children’s educational outcomes, attainment, and adult occupational status (Blau & Duncan, 1967; Coleman et al., 1966; Jencks et al., 1972; Orfield, 1993). While education is viewed by many as an important mechanism for social mobility, many scholars argue that schools reproduce rather than challenge social inequality. Over the past decade, policy makers have mobilized multiple policy instruments in an effort to ensure that all children receive high quality education. One increasingly popular but controversial strategy relies on external accountability mecha-nisms, including high-stakes testing, to transform instructional practices and make teachers and students more accountable for their performance. Critics argue that these policies will exacerbate inequalities by leading teachers to marginalize low-performing students (Clotfelter & Ladd, 1996