Search results for: Watanabe Maika

Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students.The central question is: What is the nature of curriculum and instruction for different groups of students in the new school reform context of high-stakes, statewide accountability programs, and what are the implications for equity? The author focuses on the nature of classroom instruction for students in the “regular” classes, which are disproportionately populated by students of color from low socioeconomic backgrounds, with that of their peers in “academically gifted” classes and considers the implications for equity in this new policy context.