The systems that make up the accountability package in education:
standards, assessments, and the quality determination for a school,
have each entered the educational field under the explicit
assumption by their creators that they would drive educator
behavior in a positive way. But what if that isn t actually the
case? What if each of the components was actually designed for
another purpose entirely and now is tasked with a role that was
never considered in its design? If that is the case those who put
the systems in place risk expecting a result that the system was
never designed to produce. That is exactly where we find ourselves
today. In education the misalignment between what the systems were
designed to do and the intent of those who selected them is masked
in the sheer complexity of the educational exercise. What this book
does so marvelously is unravel that complexity and present the
contradictions in a clear, coherent manner. Understanding these
contradictions is the first step towards actual improvement.
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