Accountability in a postdesegregation era: The continuing significance of racial segregation in Florida's schools

Kathryn M. Borman, Tamela Mc Nulty Eitle, Deanna Michael, David J. Eitle, Reginald Lee, Larry Johnson, Deirdre Cobb-Roberts, Sherman Dorn, Barbara Shircliffe

Research output: Contribution to journalReview articlepeer-review

76 Scopus citations

Abstract

In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized test performance. Also, these results suggest that neither recent efforts by the state of Florida to equalize the funding of education nor current efforts involving high-stakes testing will close the Black-White achievement gap without consideration of the racial distribution of students across schools.

Original languageEnglish (US)
Pages (from-to)605-631
Number of pages27
JournalAmerican Educational Research Journal
Volume41
Issue number3
DOIs
StatePublished - 2004
Externally publishedYes

Keywords

  • Accountability
  • Desegregation
  • Education reform
  • Segregation

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Accountability in a postdesegregation era: The continuing significance of racial segregation in Florida's schools'. Together they form a unique fingerprint.

Cite this