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By Karen Seashore Louis

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By Karen Seashore Louis

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Furthermore, this paper seeks to understand whether riskmanagement practices have led to the treatment of certain students as liabilities and what deleterious practices, such as developing an aversion to at-risk students, have emerged as school personnel have attempted to meet the objectives of accountability policies. Method This paper coalesces data from two studies that examine the effects of Texas-style high-stakes accountability from 1995 to 2008. The analysis seeks to understand how schools assess and respond to the risk associated with at-risk students for test-driven accountability.

As a result there has been a rush to invent new technologies that emphasize the management and governance of risk. Crockford (1986) defined the main features of risk management as the identification, evaluation, minimization and mitigation of risk. Risk management involves a holistic evaluation of an organization to measure the potential loss that an organization faces if an event occurs (Gorrod, 2004). According to this perspective, decision makers, who remain objective, can use risk management to reach organizational goals, while minimizing potential negative outcomes (Flyvbjerg, 2006).

576 One of the more surprising examples of a high school’s management of the liability of at-risk students was revealed in a Tierra high school teacher focus group. Focus group members revealed that their principal had used school TAKS test data and returned mail to identify low-performing Latina/o students in the school and then to accuse them of being illegal aliens. He called a meeting of the students and threatened to report them to US immigration authorities regardless of whether they were actually illegal aliens or not with the intention of encouraging their departure.

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