ABSTRACT
In this book, we-along with colleagues and critics representing a range of political, paradigmatic, epistemological, and philosophical viewpoints-have engaged in substantive and significant dialogue about educational equity and accountability in U.S. public schools. We framed the current state of the equityand-accountability discussion in part 1; debated the evidence of accountability’s utility in leveraging equity in part 2; examined research-based evidence of accountability’s productive effects in school districts and in one state in part 3; and heard critique, caution, and optimism expressed by a range of commentators in part 4. In this concluding chapter, we turn now to the future of educational equity and accountability policy in U.S. public education. We have identified three major arenas that we see as central ones to be considered in the immediate future by all of us engaged in the work of advancing educational equity. The first of these arenas is implementation and refinement of policy. The second is foregrounding equity in policy development and debate. The third is replicating and disseminating successful practices. Each of these is discussed in more detail below.
