Teachers and Teaching in an Era Of Heightened School Accountability: A Forward Look
It is increasingly recognized across both developed and developing countries that educa tion quality is of concern to more than ministries of education (Ross & Jurgens-Genevois, 2006). Pigozzi (2006), for example, observed that governments, business, and the gen eral public have begun to recognize that differentials in the academic performance of a nation's student body have broad ramifications. With continued globalization, com parative educational attainment is manifested in comparative economic improvement. Further, the increasing use of comparative achievement tests, including the PISA and TIMSS survey projects, permit direct comparisons among the youth of different coun tries, with the potential that prospective international investors can gauge the relative level of expertise of different national labor forces. Likewise, national examinations permit comparative judgments about the quality of labor forces both between and within countries. These differentials may also serve as prima facie evidence and justification of differential and pejorative treatment of various minorities within a society, as “disparities in educational quality often mirror other inequalities, which many view as directly tied to the fulfillment of human and other rights” (Pigozzi, 2006, p. 41).
KeywordsStudent Achievement Educational Planning Teacher Burnout Standard Movement School Accountability
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