Immigration, Urban Schools, and Accountability

Abstract

This paper examines the effects of immigration, urban residency, poverty, and race/ethnicity on the education of students in K-12 school. Findings of this study critiques the gaps between NCLB policy and its implementations as well as the outcomes, and makes several recommendations. This chapter recommends multiple standards and assessment approaches for accountability. The author believes that accountability must be addressed along with, equality, and fiscal adequacy. Accountability can work in a pluralistic nation only when diversity is taken into serious consideration. Recognizing this diversity is critical in developing successful strategies and effective approaches for working with immigrant families and students. Education policy for disadvantaged families and communities should not be limited to conventional education policy alone. Socioeconomic policies that benefit lower-income families and communities also should be recognized as educational policies on behalf of children.

Citation

Lan Rong, X. (2006), "Immigration, Urban Schools, and Accountability", Brown, F. and Hunter, R.C. (Ed.) No Child Left Behind and other Federal Programs for Urban School Districts (Advances in Educational Administration, Vol. 9), Emerald Group Publishing Limited, Leeds, pp. 321-339. https://doi.org/10.1016/S1479-3660(06)09018-4