The de-valuing of social studies is becoming prevalent as schools shift emphasis to other subjects addressing national and state accountability. The teacher candidate perspective is presented from an original study regarding the de-emphasis of social studies in elementary schools (Author, et al, 2006). Data were gathered by teacher candidates…

Educational disparities are frequently framed in racial comparisons that are based on data generated by sorting and counting racial subgroups. Our reliance on these data, and the sorting and counting mechanisms entailed therein, is fundamental to debates about racial inequalities. What is largely ignored in achievement gap discourse is how racial…

This article discusses how the Adequate Yearly Progress (AYP) accountability mechanism of No Child Left Behind makes use of supposedly objective standardized test scores to describe schools in a certain way when the very same results could serve to draw very different conclusions. Examining the proficiency scores of students from a specific middle…