High‐Stakes Accountability, Minority Youth, and Ethnography: Assessing the Multiple Effects

In this article, I offer a review of the ethnographic research that reports the effects of current accountability policies on minority youth. Included in this article are qualitative investigations that have significant field‐based components, most especially direct observations at the classroom level. In this article, I demonstrate both the power and potential of ethnography to offer clearer, more detailed portraits of the varied ways that current accountability policies affect teachers of minority youth, the curriculum and pedagogy that minority youth experience, minority youth in general, and the schooling of minority youth.