Session Information
23 SES 13 B, Change Four Ways
Symposium
Contribution
Policies mandating accountability and inclusion are exceedingly difficult to balance, irrespective of political and social context. In nations recognized as educational leaders, accountability is typically understood as comprising imposed, uniform curriculum standards and state-administered examinations, while inclusive policies frequently call for differentiated instruction and teacher professionalism (Ainscow, 1999). This symposium explores the dynamics, as well as the consequences, of these often-competing demands by drawing upon a large-scale study of recent reforms in Ontario, Canada. Three papers from this Ontario study then provide the starting point for a critical and interactive comparison with similar efforts in England, Finland, and the USA. The resulting comparisons yield important insights into various constellations of reform strategies that have achieved both success and sustainability.
The accountability movement has impacted “virtually every industrialized democracy” (Elmore, 2008, p.39). Inclusion movements have also gained momentum internationally, shifting from a diagnostic focus to a resource-centered approach aimed at increasing support for diverse students (Black-Hawkins, et al., 2007). These twin policies often compete with one another and create tensions in resource allocation and mode of instruction (Ainscow et al., 2006). Internationally, there is a strong, ongoing interest in reconciling these two policies as concerns for both equity and long-term success of all students continue to be priorities (Florian & Pullin, 2000; Gidney, 1999; Hargreaves & Shirley, 2009).
As the demands of inclusion and accountability intensify, procedures and instructional habits in schools must change. Roles and relationships among teachers and leaders must shift to accommodate mandates (Fullan & Pomfret, 1977). Moreover, the balance between administrative pressure and support (Fullan, 2007), between guidance and flexibility, as well as between internal and external accountability (Elmore, 2004) must also be adjudicated. Many nations, along with international organizations like OECD, have developed Third Way strategies of reform that maintain Second Way emphases on competition, mandated standards, and performance, but complement them with increased support for capacity-building. Hargreaves and Shirley (2009) have argued for a Fourth Way of educational change that looks beyond imposed performance targets in literacy and numeracy, and offers greater discretion for and collective commitment by schools in meeting diverse needs.
The four nations highlighted in this symposium responded differently to the competing demands of accountability and inclusion. The Canadian Province of Ontario developed a Fourth Way strategy of special education support, implemented within a Third Way policy system, which yielded whole-school changes that benefited all students. In England’s Greater Manchester Challenge, reformers have paid attention to vulnerable groups of learners, including disadvantaged students and those with special needs, hoping to “raise the bar and narrow the gap” in student performance. The support provided by special educators in mainstream schools has been vital to the effort’s success. Finland, where around 50% of students receive some special support before leaving school, focused on temporary learning needs rather than on diagnostic categorization. Finally, the US data reveals that in the state of New Hampshire the pursuit of cost efficiency and local control meant that vulnerable students had to pass mainstream examinations alongside their peers with little additional support.
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