With standardized testing and predetermined subgroups garnering the
attention of educational leaders, abused and neglected children
have fallen deeper into the crevice of the system. For years these
children have been ignored, save the obvious, visible bruises or
child-initiated confessions. Because researching children is
difficult without parental consent, it is nearly impossible to
expose this problem with any level of legitimacy. By combining
research from scientific research and the humanities,
autobiographical flashbacks fuse with narratives that vividly
detail the author's disturbing encounters with abused children as a
school administrator. The effect is the realization that public
schools unknowingly feed on weaker children beneath the awning of
accountability.
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