Current federal legislation (i.e., No Child Left Behind (NCLB)) requires states to set rigorous academic standards, ensure classroom instruction addresses these standards, and measure and report students' progress via large-scale assessments. NCLB assumes that inclusive accountability systems and standards-based reform will result in improved educational quality across states and school districts and increased access and opportunity for all students. In this article, we focus on three potential areas of influence for consultants committed to pursuing social justice in and through these policies: facilitating students' access to the general curriculum; promoting equity in educational outcomes; and empowering educators and families to make appropriate decisions regarding participation in assessments. We also discuss challenges and lessons learned from providing systems-level consultation to support inclusive accountability and standards-based reform in numerous states. We conclude by offering ideas for future research and guidelines for providing consultation that facilitates social justice by creating improved opportunities and outcomes for all students.
|Original language||English (US)|
|Number of pages||21|
|Journal||Journal of Educational and Psychological Consultation|
|State||Published - Jan 1 2009|
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychology (miscellaneous)