Feature: A Dubious Method of Improving Educational Outcomes: Accountability and the Two-Year College

Christie Toth; Patrick Sullivan; Carolyn Calhoon-Dillahunt

doi:10.58680/tetyc201628556

ISSN: 0098-6291
E-ISSN: 1943-2356

Feature: A Dubious Method of Improving Educational Outcomes: Accountability and the Two-Year College
Author(s): Christie Toth¹, Patrick Sullivan² and Carolyn Calhoon-Dillahunt³
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¹ Christie Toth is assistant professor of Writing and Rhetoric Studies at the University of Utah, where she often collaborates on research projects and program development with colleagues and students from Salt Lake Community College. She has been an NCTE member since 2006. ² Patrick Sullivan teaches English at Manchester Community College in Manchester, Connecticut, and is the author of A New Writing Classroom: Listening, Motivation, and Habits of Mind (Utah State UP, 2014). He has been an NCTE member for twenty years. ³ Carolyn Calhoon-Dillahunt teaches English at Yakima Valley Community College in Washington State. A former TYCA Chair and CCCC Policy Fellow, she is currently serving as CCCC Assistant Chair. She has been a member of NCTE for nearly twenty years.
Source: Teaching English in the Two-Year College, Volume 43, Issue 4, May 2016, p. 391 - 410
DOI: https://doi.org/10.58680/tetyc201628556
- Published online: 01 May 2016

Abstract

Responding to the Obama administration’s efforts to establish postsecondary performance based funding, the authors critique the neoliberal accountability movement’s misunderstandings of two-year colleges and their students, calling instead for a frame of mutual responsibility.

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2016-05-01

2025-06-13

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Article Type: Research Article

Feature: A Dubious Method of Improving Educational Outcomes: Accountability and the Two-Year College

Abstract

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