Selecting one story and hiding others: How AYP chooses the portrayal of a school

Authors

  • peter clyde martin ithaca college

Keywords:

Assessment, Equity, School Reform, Urban Education, Students at-Risk, No Child Left Behind

Abstract

This article discusses how the Adequate Yearly Progress (AYP) accountability mechanism of No Child Left Behind makes use of supposedly objective standardized test scores to describe schools in a certain way when the very same results could serve to draw very different conclusions. Examining the proficiency scores of students from a specific middle school that is determined to be unequivocally failing according to AYP, the article shows how the same data could be used to characterize this school in ways that are more complex and emphasize its possible accomplishments.

Author Biography

peter clyde martin, ithaca college

Department of Education Assistant Professor

Downloads

Published

2011-05-03

How to Cite

martin, peter clyde. (2011). Selecting one story and hiding others: How AYP chooses the portrayal of a school. Current Issues in Education, 14(1). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/592

Issue

Vol. 14 No. 1 (2011)

Section

Articles

License

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons CC-BY-SA license. For more information visit https://creativecommons.org/licenses/by-sa/4.0/. Articles published prior to 2021 used a CC-BY-NC-SA license.