Abstract
As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues for future policy to consider with Race to the Top and the reauthorization of the Elementary and Secondary Education Act include the need for adequate resources to develop capacity among school personnel to aid with instructional reform. However, there are three factors that may derail the future effectiveness of accountability policy in urban schools. First, the ongoing federal deficit may limit the availability of resources needed to improve teacher practice. Second, the use of teacher evaluation may cause a narrow focus on tested subjects. Third, the limiting beliefs of teachers may restrict the organizational change within urban schools.
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