Year: 2015
Type: article
Abstract: Education policies tend to target failing schools that are often located in disadvantaged communities. However, the use of high-stakes testing to identify and punish failing schools has become increasingly controversial. An overemphasis on test scores to determine school quality has led to unintended consequences and overshadows other valuable school-based resources that parents feel meaningfully contribute to students' academic experiences. To better understand how low-SES parents describe their children's low performing schools, I interviewed 92 families in an under-served community. Through these interviews I illuminate the school-based resources that contribute to school quality. In fact, these additional elements were often more important signifiers of school quality for low-SES parents than were test scores.
Author: Maika Malualelagi Tuala
Institution: Brigham Young University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1141462277