Author: Joann MerrickPublisher:
ISBN:
Category :
Languages : en
Pages : 686
Book Description
Perceptions of Parents and Local Educational Support Group Members Concerning School Accountability Report Cards in a Selected District
Author: Joann MerrickPerceptions of Parents and Local Educational Support Group Members Concerning School Accountability Report Cards in a Selected District
Author: Sonja Lee YatesDissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 756
Book Description
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768
Book Description
Do You See What I See?
Author: Emilyn Ruble WhitesellPublisher:
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.
Parents' Perceptions of School Accountability
Author: Publisher:
ISBN:
Category : Electronic books
Languages : en
Pages : 131
Book Description
School accountability under the No Child Left Behind Act of 2002 has influenced school leadership to use standardized assessment metrics in student's academic performance coupled with methods of decision making informed by such data as a means for increasing student achievement. Success in a school's plan to increase student achievement can be related to many factors, one factor sited frequently is the ability of school leadership to incorporate and involve all stakeholders in school reform practices like data driven decision making (DDDM). The review of literature in DDDM has very little empirical evidence indicating how parents as a stakeholder are involved in DDDM. The purpose of this case study was to use extant data from a large urban, school district in the Western United States to gain a better understanding of three specific research questions focused on: (a) parents perceptions and factors they use to assess school accountability; (b) data parents use and value to inform their decision making for educating their child; and (c) parents perception and involvement with schools as a professional learning community (PLC). Four findings emerged from the analysis of the extant data: (a) parents misunderstood the use of standardized testing data; (b) parents valued educational practices focusing on the concept of the whole child; (c) parents lacked understanding about how to become involved in their child's education; and (d) the need to redefine the meaning of collaboration between school and parents.
Resources in Education
Author: School, Family, and Community Partnerships
Author: Joyce L. EpsteinPublisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Spotlight Accountability
Author: Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 8
Book Description
Author: