Archives Online Pubs Aera. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability of the 1980s, and the standards-based accountability systems of the 1990s. Questions regarding the impact, validity, and generalizability of reported gains, and the credibility of results in high-stakes accountability uses are discussed.
Emphasis is given to three issues regarding currently popular accountability systems.
Some suggestions for dealing with the most severe limitations of accountability are provided. Educational Researcher, Vol. 4-14 R eform seems to be a constant part of the educational landscape. The details change frequently. Even the guiding philosophies and major themes may change from one reform to the next.