The Limits of Sanctions in Low-Performing Schools

dc.creator	Heinrich Mintrop
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:26:48Z
dc.date.available	2015-07-20T22:26:48Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/b1b32e3f011344289c0181742593ddbe
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21675
dc.description	The article reports on a study of 11 schools that were labeled as low-performing by the state accountability systems of Maryland and Kentucky, nationally known for complex performance-based assessments. The study shows that putting schools on probation only weakly motivated teachers because the assessments were largely perceived as unfair, invalid, and unrealistic. Administrators responded with control strategies that rigidified organizations, forestalling dialog and learning processes. Instructional reform developed only feebly. On the other hand, some schools remedied inefficiencies and were able to "harvest the low-hanging fruit." The schools struggled with severe problems of teacher commitment.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/231
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 3 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	The Limits of Sanctions in Low-Performing Schools
dc.type	article