Abstract
In the United States today, nearly 50 years after the publication of perhaps the most influential education study, the Coleman et al. report (1966), “Equality of Educational Opportunity,” which among other things attempted to investigate the achievement gap between black and white students in segregated America, we still struggle to achieve universal high-quality educational outcomes in diverse populations. We are only just beginning to understand diversity as a far more complex and universal phenomenon than black and white; today, American students come not only from many racial, ethnic, religious, and linguistic backgrounds but, like people in all societies, they also come from different socioeconomic backgrounds and family configurations, learn in different ways, and see the world through their own unique lenses. In a society as large and complex as ours, we struggle to attain our relatively recent democratic goal of delivering high-quality educational opportunities to all students. The ongoing effort to achieve this goal has not only led to the proliferation of alternatives to public education but has also undergirded the creation of universal standards and curricula as well as a national system of educational assessment.
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© 2016 Edmund W. Gordon and Kavitha Rajagopalan
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Gordon, E.W., Rajagopalan, K. (2016). Assessment for Teaching and Learning, Not Just Accountability. In: The Testing and Learning Revolution. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137519962_2
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DOI: https://doi.org/10.1057/9781137519962_2
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