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[http://epaa.asu.edu/epaa/v12n10/](http://epaa.asu.edu/epaa/v12n10/)  \nA peer-reviewed scholarly journal Editor: Gene V Glass College of Education Arizona State University  \nCopyright is retained by the first or sole author, who grants right of first publication to the EDUCATION POLICY ANALYSIS ARCHIVES. EPAA is a project of the Education Policy Studies Laboratory.  \nArticles appearing in EPAA are abstracted in the Current Index to Journalsin Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education.  \nPDF file of this article available:   \nThis article has been retrieved  times since March 5, 2004  \nVolume 12 Number 10 March 5, 2004 ISSN 1068-2341  \nIncreasing Equity and Increasing School  \nPerformance—Conflicting or Compatible Goals?: Addressing the Issues in Williams v. State of California  \nJeanne M. Powers  \nArizona State University  \nCitation: Powers, J. M. (2004, March 5) . Increasing Equity and Increasing School Performance—  \nConflicting or Compatible Goals?: Addressing the Issues in Williams v. State of California.  \nEducation Policy Analysis Archives, 12(10) . Retrieved [Date] from  \n[http://epaa.asu.edu/epaa/v12n10/](http://epaa.asu.edu/epaa/v12n10/) .  \nAbstract  \nThis work addresses some of the arguments regarding equity in  \npublic education versus school performance at issue in the case of  \nWilliams v. State of California. The plaintiff’s expert witnesses have  \nargued that the state is responsible to reduce the inequities in  \nCalifornia’s public educational system. In contrast, the state’s  \nwitnesses argue that some of the plaintiff’s proposals have limited  \neducational effects at the cost of reducing local autonomy. In this  \npaper, I use four years of data from California’s Public Schools  \nAccountability Act (PSAA) to evaluate these claims.  \n1 of 30 3/4/2004 6:51 PM  \nEPAA Vol. 12 No. 10 Powers: Increasing Equity and Increasing Schoo... [http://epaa.asu.edu/epaa/v12n10/](http://epaa.asu.edu/epaa/v12n10/)  \nIntroduction  \nOn May 17, 2000, the 46th anniversary of the decision in Brown v. Board of  \nEducation outlawing racial segregation in public schools, a class action lawsuit was filed on behalf of California’s public school students in an effort to make the state address some of the inequities in California’s public educational system (Purdum, 2000) . Represented by the ACLU and civil rights organizations, the plaintiffs allege that the state is responsible for ensuring that all public school children across the  \nstate have the right to experience the same quality of textbooks, teachers, and  \nclassrooms. The plaintiff’s experts have documented a range of inequities in  \nCalifornia’s public educational system and have further argued that these inequities  \nare fundamentally unfair given the high stakes accountability program California  \ninitiated in 1999 with the Public Schools Accountability Act (PSAA) . (Note 1) This  \nlegislation mandated the ranking of all California public schools based on their  \nAcademic Performance Index (API), which has been calculated based on the results from the state-mandated tests administered to students in grades 2 through 11 in the spring of each school year. By the winter of 2003, the fifth year of state school rankings will be released. Over three years later, the case of Williams v. State of California is still working its way through the court system; the trial is set to begin  \nAugust 30, 2004. (Note 2)  \nIn this article, I evaluate the claims made in one expert report written by Margaret Raymond of the Hoover Institution’s Center for Research on Educational Outcomes (CREDO) on behalf of the state. (Note 3) In her report, Raymond utilizes the data generated in the wake of the PSAA to rebut the plaintiff’s claims. There are four main  \nsections to the article. First, I briefly outline some of the major claims made by  \nRaymond, focu","cbCaiaUpsIYnYp6g","https://ap.wps.com/l/cbCaiaUpsIYnYp6g","pdf",194002,"English","# Abstract\n# Introduction\n# Key Claims","[{\"question\":\"What central equity-versus-performance dispute does the paper address?\",\"answer\":\"The paper examines arguments comparing equity goals in public education to measures of school performance in Williams v. State of California.\"},{\"question\":\"How do the plaintiff and state witnesses differ in their assessment?\",\"answer\":\"Plaintiff experts argue the state should reduce inequities, while state witnesses argue some proposals have limited educational effects and may reduce local autonomy.\"},{\"question\":\"What data does the author use to evaluate the claims?\",\"answer\":\"The author evaluates the claims using four years of data from California’s Public Schools Accountability Act (PSAA), including analysis related to the Academic Performance Index (API).\"}]","EPAA Vol. 12 No. 10 - Powers: Increasing Equity and Increasing School Performance—Conflicting or Compatible Goals? - Addressing the Issues in Williams v. State of California | PDF",1792094554,76]