ABSTRACT
The December 2000 Kappan featured a very important contribution to the current discourse on standards-based school reform. “Thinking Carefully about Equity and Accountability” by James Scheurich, Linda Skrla, and Joseph Johnson [chapter 2 of this volume], invited readers to take part in a dialogue on these issues.1 At the heart of our disagreement with Scheurich and his colleagues is the subject of the standards-based school reform movement, which has come to dominate most discussions in education today and which has spawned a great deal of scholarly literature, conferences, symposia, and even litigation.
