Education's 'Perfect Storm?' Racial Resegregation, "High Stakes" Testing, & School Inequities: The Case of North Carolina
Bibliographic record
Abstract
In The Perfect Storm 1 author Sebastian Junger recounts the last voyage of the Andrea Gail, a 72-foot-long "rake-stem, hard-chined western-rig swordfisherman," 2 whose crew sailed out of Gloucester, Massachusetts in mid September of 1991.After three weeks of grueling but unproductive labor on the Grand Banks off Newfoundland, the Andrea Gail pushed its luck by sailing further east, in uncertain autumn waters, toward another fishing ground called the Flemish Cap, some 1200 miles east of New England's coast.There, luck appeared to turn, and by October 25 th , the Andrea Gail could turn westward toward harbor, its hold stowed with 40,000 pounds of swordfish.Two days later, while still 750 miles out of homeport, the ship's captain received word of three developing weather systems-a hurricane brewing off Bermuda, a cold front descending from Canada, and a gale soon to develop on the Grand Banks. 3 The captain, who had battled strong storms before, was determined to move his perishable cargo directly to market and proceeded toward Gloucester.His fateful decision steered the Andrea Gail into the eye of a once-in-a-century, threefold storm.By October 29 th , freak warm winds from the late-season Hurricane Grace converged with the colder Canadian low and the gale to produce, at their juncture, conditions far deadlier than any one storm alone could have summoned-a "meteorological hell" that whipped seas to an unfathomable fury.The hapless vessel and her crew, battling these unnatural forces, 1 Sebastian Junger, The Perfect Storm: A True Story of Men Against the Sea (Harper Paperbacks ed., 1997). 2 Id. at 35. 3 Id.at 119.Arlington County School Board and the Montgomery County Board of Education to assure racial balance in the schools-were not sufficiently "narrowly tailored" means to obtain student racial diversity.10 See generally High Stakes: Testing for Tracking, Promotion, and Graduation (Jay P. Heubert & Robert M. Hauser, eds.1999).11 The Educational Reform Movement of the 1980s: Perspectives and Cases 19 (Joseph Murphy, ed., 1990) (citing several sources in support of this conclusion).12 Lynn Olson, Finding the Right Mix, in Quality Counts 2001: A Better Balance: Standards, Tests, and the Schools to Succeed 14 (Educ.Week, Jan. 11, 2001) 13 See Title I of the Elementary and Secondary Education Act of 1965, Pub.L. No. 89-10, 79 Stat.27, (1965) codified as 20 U.S.C. § § 236-41 (1976), now appearing as Title I of the No Child Left Behind Act, Pub.L. No. 107-110, 115 Stat.1427 et seq., 20 U.S.C. § § 6301-6578.Under the terms of the reauthorized Title I adopted in January of 2002, all states "desiring to receive a grant under this [Title]" which is by far the largest source of federal funds available to support elementary and secondary education, "shall submit to the Secretary [of Education] a plan" that includes accountability goals, annual testing measures, annual "state report cards," and positive and negative incentives for teachers, administrators, and students.See 20 U.S.C. § 6311.14 The North Carolina Department of Public Instruction has an extensive self-description of the history, purposes, and results of the ABC's program.See http://www.ncpublicschools.org/abc(visited Aug. 19, 2002); see also David Grissmer & Ann Flanagan, Exploring Rapid Achievement Gains in North Carolina and Texas 19-25 (National Education Goals Panel, Nov. 1998) (describing essential features of the ABC's system).15 See The Princeton Review, Testing the Testers 2002: An Annual Ranking of State Accountability Systems 1(2002) (rating North Carolina's accountability program as the best in the nation).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.053 | 0.017 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.006 | 0.010 |
| Insufficient payload (model declined to judge) | 0.013 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".