Author: Peggy Marie Stoming Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 161
Book Description
Author's abstract: Due to the reauthorization of the Elementary and Secondary Education Act, known as No Child Left Behind, many changes in public education and leadership have occurred. The increased accountability demands have led to an increase in practices such as data-driven decision-making and the establishment of accountability systems designed to ensure an increase in student achievement. With such high demands, it is imperative that data use be pervasive and systemic throughout a school. In an effort to gain a better understanding of the perceived implementation of specific measures of accountability systems, the following characteristics were examined: (a) high expectations for all students, (b) high-quality assessments aligned with standards, (c) alignment of resources, support, and assistance for improvement, (d) sanctions and rewards linked to results, (e) multiple measures, (f) diagnostic uses for data, and (g) readily understandable to the public. The study was conducted in an East Georgia School system and utilized an adapted survey from a series of studies performed by Dr. Kerry Englert and her fellow researchers at McRel. Descriptive statistics were used to examine the use of data in a holistic manner. One-way ANOVA analyses were performed to compare educator perceptions at the three traditional school levels and t-tests analyses were performed to compare administrator responses to those of teachers. The researcher's findings revealed a moderate level of agreement in terms of perceived data use throughout the school system. The analyses also revealed that there were no significant differences in perceptions between administrators and teachers. Significantly different perceptions between the elementary and high school educators were revealed when considering the quality of the state assessment, the expectations of learning, the resources available to use data to improve instruction, the communication of these results to stakeholders, and the use of data to improve instruction. Significant differences between middle and high school educators were also observed when considering the communication characteristic and the resource characteristic. The research also revealed that educators at the elementary and middle school levels have more positive perceptions about data use than their counterparts at the high school level.
Author: Dorothea Anagnostopoulos Publisher: Harvard Education Press ISBN: 1612505333 Category : Education Languages : en Pages : 392
Book Description
The Infrastructure of Accountability brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education. Over the past 20 years, schools and school systems have been utterly reshaped by the demands of test-based accountability. Interest in large-scale performance data has reached an unprecedented high point. Yet most education researchers focus primarily on questions of data quality and the effectiveness of data use. In this bold and thought-provoking volume, the contributors look beneath the surface of all this activity to uncover the hidden infrastructure that supports the production, flow, and use of data in education, and explore the impact of these large-scale information systems on American schooling. These systems, the editors note, “sit at the juncture of technical networks, work practices, knowledge production, and moral order.
Author: Emilyn Ruble Whitesell Publisher: ISBN: Category : Languages : en Pages : 13
Book Description
School accountability systems are a popular approach to improving education outcomes in the United States. These systems intend to "hold schools accountable" by assessing school performance on specific metrics, publishing accountability reports, and some combination of rewarding and sanctioning schools based on performance. Additionally, most states and many districts rank or categorize schools in some capacity. New York City (NYC), in particular, was an early adopter of a letter-grade (A-F) ranking system. School letter grades are intended to provide "new" information about school quality and to affect how community members view their schools. Ultimately, however, whether accountability letter grades influence stakeholders' perceptions of schools is an empirical question. This paper explores the extent to which NYC's letter-grade accountability system affects parent, teacher, and student perceptions of their schools; in particular, it focuses on agreement about academic expectations and discipline, as much research documents the relationship between these school factors and student outcomes. The analysis addresses two key research questions: First, does NYC's accountability system affect parent, teacher, or student perceptions of their schools? Does it improve or worsen perceptions, and how does this vary by stakeholder group and school context? Second, does NYC's accountability system affect congruence in stakeholder perceptions, both within and between groups? That is, does accountability contribute to a shared understanding of the school environment among parents, teachers, and students? This study uses New York City data for the 2006-07 (2007) to 2011-12 (2012) academic years. The school-level analytic sample includes all middle schools with at least ten percent of parents, teachers, and students responding to the Learning Environment Survey (LES). The analytic sample includes approximately 95% of all NYC middle schools. Results indicate that in NYC, accountability increases within-group congruence for parents and teachers but decreases congruence for students. Furthermore, accountability positively affects stakeholder perceptions of expectations and discipline, with the exception that accountability contributes to lower student perceptions of expectations. Tables and figures are appended.
Author: Williamson M. Evers Publisher: Hoover Inst Press Publication ISBN: Category : Education Languages : en Pages : 216
Book Description
Scholars from history, economics, political science, and psychology describe the present state of school accountability, how it evolved, how it succeeded and failed, and how it can be improved. They review the history behind the ongoing conflict between educators and policymakers over accountability and testing, describe various accountability schemes, and analyze the costs of accountability. Case studies of three states with strong school systems compare how accountability works in practice. Evers is a research fellow at the Hoover Institution. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).
Author: Kim Schildkamp Publisher: Springer Science & Business Media ISBN: 9400748159 Category : Education Languages : en Pages : 221
Book Description
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
Author: Eric A Hanushek Publisher: Elsevier ISBN: 0080465668 Category : Business & Economics Languages : en Pages : 853
Book Description
The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys. *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys
Author: Peggy Marie Stoming
Author: Kerry Englert
Author: Dorothea Anagnostopoulos
Author: Emilyn Ruble Whitesell
Author: Williamson M. Evers
Author: 
Author: Kim Schildkamp
Author: 
Author: 
Author: Eric A Hanushek