“Tiger Blood, Man”: A. Ross Thomas Highly Commended Paper

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How can you make a post about an academic paper winning an award interesting? Start with Charlie Sheen quotes of course!

I’m different. I have a different constitution, I have a different brain, I have a different heart. I got tiger blood, man.

I’m not bi-polar, I’m bi-winning. I win here and I win there.

The only thing I’m addicted to right now is winning.

I’m not fair game. I’m not a soft target. It’s over. There’s a new sheriff in town. And he has an army of assassins.

I wish him nothing but pain in his silly travels especially if they wind up in my octagon. Clearly I have defeated this earthworm with my words — imagine what I would have done with my fire breathing fists.

jeacover

The Journal of Educational Administration has selected  At-risk student averse: Risk management and accountability as a A. Ross Thomas Highly Commended Paper.

The abstract: The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability’s theory of action intuitively seemed plausible, at the point of No Child Left Behind’s national implementation, little empirical research was available to either support or critique accountability claims or to predict the long term impact of accountability systems on the success of at-risk students and the schools that served them.  The findings reported in this paper challenge the proposition that accountability improves the educational outcomes of atrisk students and indicates that low-performing Texas high schools, when faced with the press of accountability, tend to mirror corporate risk management processes with unintended consequences for at-risk students. Low-scoring at-risk students were often viewed as liabilities by school personnel who, in their scramble to meet testing thresholds and accountability goals, were at-risk student averse— implementing practices designed to “force kids out of school.”

Vasquez Heilig, J., Young, M. & Williams, A. (2012). At-risk student averse: Risk management and accountability. Journal of Educational Administration, 50(5), 562-585.

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Categories: Accountability, Announcements

Author:Julian Vasquez Heilig

Julian Vasquez Heilig is currently an Associate Professor of Educational Policy and Planning and African and African Diaspora Studies (by courtesy) at the University of Texas at Austin.

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3 Comments on ““Tiger Blood, Man”: A. Ross Thomas Highly Commended Paper”

  1. February 20, 2014 at 10:01 pm #

    The prevailing theory of action underlying accountability is that holding schools and students accountable will increase educational output. While accountability’s theory of action intuitively seemed plausible, at the point of No Child Left Behind’s national implementation, little empirical research was available to either support or critique accountability claims or to predict the long term impact of accountability systems on the success of at-risk students and the schools that served them.

Trackbacks/Pingbacks

  1. If it ain’t broke, break it: TX politicians now want NCLB for higher education | Cloaking Inequity - March 15, 2013

    [...] we heard for “outcomes-based education” in the early 1990s? See the excerpt below from the award winning paper entitled At-risk student averse: Risk management and [...]

  2. A Trinity of Counter-Narrative: NCLB-Style Standards, High-Stakes Testing, and Accountability | Cloaking Inequity - May 15, 2013

    […] The third, is a compendium of the EEPA and TCR papers.In this paper, we considered the responses of educational personnel to the current high stakes accountability environment in Texas, paying particular attention to risk management behaviors, what we called at-risk student averse— a new conceptualization for accountability responses. The paper was previously recognized by the Journal of Educational administration. I discussed it here: “Tiger Blood, Man”: A. Ross Thomas Highly Commended Paper. […]

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