By the 1960s, high schools had become mass institutions saddled with the expectation of universal education for America's youth. The consolidation of a dropout stereotype focused on the presumed dependency and delinquency of dropouts, with the resulting programs focusing on guidance and vocational training.
Provides a broader perspective on the school accountability debate by exploring the contradictions inherent in high-stakes testing. This work answers the questions of educators and parents who want to understand the origins of accountability. It also provides a rescue plan for accountability after the failures of high-stakes testing.
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