Abstract
The aggressive age of assessment and accountability to which the American public school system belongs, belies the dichotomy, or disparate and passionate views of how to appropriately determine growth or success of learning for our students. The differences are startling; polar opposites of conception and ideal, and controversial, with educational professionals at odds with policy makers and the general public. At issue, or the core of this debate, is the question of what is the most effective way in assessing our schools and the children within them? Is there really one way to assess or determine success and are we really being honest with ourselves when we say our students are learning and achieving?
Recommended Citation
Lennon, Sean M.
(2007)
"Conceptualizing Constituent Perceptions of Success towards Public Education,"
Essays in Education: Vol. 21:
Iss.
1, Article 9.
Available at:
https://openriver.winona.edu/eie/vol21/iss1/9
Unique Identifier
WSUEIE2007SUlennon
