Document Type
Article
Publication Date
Fall 2004
Keywords
accountability, desegregation, education reform, segregation
Digital Object Identifier (DOI)
https://doi.org/10.3102/00028312041003605
Abstract
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known andpurportedpredictors of standardized testperformance. Also, these results suggest that neither recent efforts by the state of Florida to equalize the funding of education nor current efforts involving high-stakes testing will close the Black-White achievement gap without consideration of the racial distribution of students across schools.
Rights Information
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
American Educational Research Journal, v. 41, no. 3, p. 605-631
Scholar Commons Citation
Borman, Kathryn M.; Eitle, Tamela; Michael, Deanna; Eitle, David J.; Lee, Reginald; Johnson, Larry; Cobb-Roberts, Deirdre; Dorn, Sherman; and Shircliffe, Barbara, "Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation" (2004). Educational and Psychological Studies Faculty Publications. 2.
https://digitalcommons.usf.edu/esf_facpub/2
