Achieving quality and equity through inclusive education in an era of high-stakes testing |
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Authors: | Susan Peters and Laura Ann Oliver |
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Institution: | (1) 116K Erickson, Michigan State University, College of Education, East Lansing, MI 48824-1934, USA |
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Abstract: | While great progress has been made by the international community to promote inclusive education for all children, regardless
of race, ethnicity, socio-economic status, gender or disability, many countries still continue to marginalize and exclude
students in educational systems across the globe. High-stakes assessments in market-driven economies have increased exclusionary
practices. Using international databases and research studies, this paper provides evidence of the poor performance of high-stakes
assessment policies, particularly in the United States. The authors analyse and compare the key assumptions and consequences
of a market-based system of education with those of a system that is based upon the principles of inclusive education through
a school-community model and examples from Europe and Latin America. These models demonstrate that the twin goals of quality
and equity can be achieved within a system that addresses educational policy and practices more broadly than market-based
reforms. Conclusions call for policy-makers to respond to the discrimination and exclusion of various populations around the
world by considering the impact of current educational models and the potential they have to support genuinely inclusive education
for everyone. |
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Keywords: | |
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