Accountability Frameworks and Children with Disabilities: A test of assumptions about improving public education for all students

Abstract

Holding public schools accountable for students’ academic achievement is the centerpiece of educational reform policies in the United States (U.S.). Two dominant accountability frameworks are standards‐driven and market‐driven. A significant challenge associated with these 2 frameworks is how to include children with disabilities. We assert that including children with disabilities is 1 indicator of whether these accountability frameworks are fulfilling their potential. We synthesise 15 years of research on accountability frameworks, both standards‐driven and market‐driven, particularly as reflected in charter schools, and we examine how these accountability frameworks have addressed the needs of children with disabilities in the U.S. We discuss implications of our findings for the U.S. and other counties where accountability frameworks are being considered as a strategy to improve public schools and academic outcomes for all students.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 50 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.