Previous Chapter Chapter 9: Accountability for Excellence and Equity

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Accountability for Excellence and Equity
Accountability for excellence and equity

To be persuasive, we must be believable; To be believable, we must be credible; To be credible, we must be truthful.

—Edward R. Murrow

Educational accountability is probably one of the most frenetic, feared, and frustrating terms in our current professional language. It typically appears at the center of a heated discussion of extremes, wrought with deep emotion, and represents an all or nothing proposition. The argument might go something like this: “All testing is good; no, all testing is bad. All high-stakes tests are reliable and valid; no, all high-stakes tests are meaningless. All testing results should be considered in making critical educational decisions; no, all results should be discarded and ignored. All systems are innocent victims ...

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