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Drawing on recent empirical research, it addresses evidence linking contemporary accountability to segregation trends and explores how accountability design could be refined to support constructive integration. The brief clarifies key terms and assumptions, distinguishes assessment from accountability, and frames “real integration” through holistic equity-oriented criteria.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-brief-16-accountability-systems-and-the-persistence-of-school-segregation-research-evidence-and-future-directions/585785/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-brief-16-accountability-systems-and-the-persistence-of-school-segregation-research-evidence-and-future-directions/585785.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What accountability systems are discussed and why are they important?","Question",{"text":112,"@type":113},"The brief focuses on state systems of accountability codified through the No Child Left Behind Act, which use largely quantitative measures such as standardized tests to judge outcomes and apply sanctions when targets are missed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the brief define segregation and real integration?",{"text":117,"@type":113},"Segregation refers to schools serving predominantly students of color and/or low-income students as well as schools serving predominantly White and/or high-income students. Real integration is defined using the 5Rs framework, extending beyond race-and-enrollment to include resource equity, relationships, restorative justice, and educator diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the brief aim to determine regarding accountability and segregation?",{"text":121,"@type":113},"It seeks empirical evidence about whether and how contemporary accountability systems relate to trends in school segregation, and it considers possible refinements to accountability systems that could contribute to real integration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585785,1792209399,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","RESEARCH BRIEF 16 | JAN 2023  \nACCOUNTABILITY SYSTEMS AND THE PERSISTENCE OF SCHOOL SEGREGATION: RESEARCH EVIDENCE AND FUTURE DIRECTIONS  \nJAMES NOONAN AND PETER PIAZZA  \nIn recent history, the landscapes of education policy and practice have become increasingly driven by state systems of accountability.1 Passed in 2001, the federal No Child Left Behind Act (NCLB) codified the use of educational accountability systems that rely on largely quantitative measures – standardized tests, especially – to assess student learning outcomes, rank order districts and schools according to these outcomes, and prescribe sanctions for schools and districts not meeting achievement targets. Meanwhile, American public schools have rapidly resegregated (Frankenberg et al. , 2019) since reaching the height of statistical desegregation in 1988 (Orfield et al. , 2014) .2 A 2022 Government Accountability Office (GAO) report found that more than one-third of all K-12 public school students attend a school where at least 75 percent of the enrollment comes from the same racial background.  \nIn this brief, we look to recent empirical research to consider what, if any, relationship exists between systems of accountability and the persistence of school segregation. Specifically, in the pages that follow, we attempt to answer the following questions:  \n• What does empirical evidence suggest about the relationship between contemporary accountability systems and trends in school segregation?  \n• How, if at all, might accountability systems be refined in order to contribute constructively to real integration?  \nThe shortcomings of standardized testing have long been part of the public debate about education policy. Recently, though, more scholars and advocacy organizations have begun pushing for changes that  \ntake aim at persistent racial inequity.3 For example, the National Education Policy Center released a framework to \"center equity and justice and revitalize the original civil rights focus\" of the Elementary and Secondary Education Act (ESEA), first passed in 1965 (DeBray et al. , 2022) .4 Our brief joins that effort, offering research-based guidance for reflecting on the educational accountability movement and reorienting accountability policy towards integration.  \nKey Terms and Assumptions  \nBefore we begin, we should clarify some critical terms. First, when we talk about segregation , we refer to schools that serve predominantly students or color and/or low-income students as well as schools that serve predominantly White students and/ or high-income students. White students have long been the most isolated group in America’s public schools and the GAO’s recent report confirms this trend. During the 2020-21 school year, nearly half (45%) of all White students attended K-12 schools  \n1 For a summary of accountability systems in each state, as of December 2021, visit [https://www.ecs.org/50-](https://www.ecs.org/50-)[state-comparison-states-school-accountability-systems](state-comparison-states-school-accountability-systems.)[.](state-comparison-states-school-accountability-systems.)  \n2 We use the term “statistical integration” to refer specifically to school-level racial enrollment. As described further below, we believe that real integration encompasses more than simple school-level demographics.  \n3 Multiple groups are engaged in efforts to define principles and indicators to inform future ESEA reauthorization. See, e.g. the Opportunity to Learn Commission ([https://schottfoundation.org/our-work/otl-policy-commission](https://schottfoundation.org/our-work/otl-policy-commission)), National Urban League and UnidosUS ([https://nul.org/event/broadening-perspectives-education-assessment](https://nul.org/event/broadening-perspectives-education-assessment)accountability-and-equity), the National Education Association ([https://www.nea.org/sites/default/](https://www.nea.org/sites/default/)[ ](https://www.nea.org/sites/default/)[files/2021-02/27604%20GPS%2","cbCait4ms2iBmNnd","https://ap.wps.com/l/cbCait4ms2iBmNnd","pdf",5002391,22,"English","# Key Terms and Assumptions\n## Segregation definitions\n## Real integration framework (5Rs)\n## Assessment vs accountability\n# Research Brief Focus Questions\n## Relationship between accountability and segregation trends\n## Refining accountability for integration\n# Background: Accountability and Segregation Trends","[{\"question\":\"What accountability systems are discussed and why are they important?\",\"answer\":\"The brief focuses on state systems of accountability codified through the No Child Left Behind Act, which use largely quantitative measures such as standardized tests to judge outcomes and apply sanctions when targets are missed.\"},{\"question\":\"How does the brief define segregation and real integration?\",\"answer\":\"Segregation refers to schools serving predominantly students of color and/or low-income students as well as schools serving predominantly White and/or high-income students. Real integration is defined using the 5Rs framework, extending beyond race-and-enrollment to include resource equity, relationships, restorative justice, and educator diversity.\"},{\"question\":\"What does the brief aim to determine regarding accountability and segregation?\",\"answer\":\"It seeks empirical evidence about whether and how contemporary accountability systems relate to trends in school segregation, and it considers possible refinements to accountability systems that could contribute to real integration.\"}]","RESEARCH BRIEF 16 - ACCOUNTABILITY SYSTEMS AND THE PERSISTENCE OF SCHOOL SEGREGATION - RESEARCH EVIDENCE AND FUTURE DIRECTIONS | PDF",1792055932,55]