Author: William Bernard ThielPublisher:
ISBN:
Category :
Languages : en
Pages : 336
Book Description
Trends in Accountability and Educational Assessment Through State Legislative Action
Author: William Bernard ThielPublisher:
ISBN:
Category :
Languages : en
Pages : 336
Book Description
Educating One and All
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
The Rising State
Author: Bonnie C. FusarelliPublisher: State University of New York Press
ISBN: 0791477118
Category : Education
Languages : en
Pages : 291
Book Description
Examines how federal and state governments have assumed ever-greater control over the education process since the 1960s.
DPI Publications Listing
Author: Wisconsin. Department of Public InstructionPublisher:
ISBN:
Category :
Languages : en
Pages : 8
Book Description
No Child Left Behind?
Author: Paul E. PetersonPublisher: Rowman & Littlefield
ISBN: 9780815796206
Category : Education
Languages : en
Pages : 364
Book Description
The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.
Resources in Education
Author: Accountability in Education
Author: Theodor RebarberPublisher: National Conference of State
ISBN: 9781555163259
Category : Education
Languages : en
Pages : 26
Book Description
Accountability is high on the education reform agenda as taxpayers, business leaders, and elected officials demand proof of results. Although several states show promising improvements in their accountability arrangements, none has in place a comprehensive system. Such a system includes three fundamental accountability elements: (1) clear and measurable goals that describe intended outcomes; (2) assessment tools that measure progress toward these goals; and (3) incentives that reward goal-achievement and ensure adjustment in case of failure. Vermont, California, Kentucky, and other states have adopted explicit educational outcome goals for their states. South Carolina will focus efforts on two outcome goals: (1) reducing dropouts by one-half; and (2) enhancing students' higher order thinking skills. This handbook profiles South Carolina, Vermont, California, and Kentucky as they experiment with more authentic measures of student ability than traditional multiple-choice tests. Assessment approaches should measure all relevant levels of the educational system. Reforms that shift authority to a particular level increase the importance of assessment at that level. Measures for individual students are important also. South Carolina and Kentucky are implementing an incentive structure based on the performance of individual schools. Any good accountability system is tailored to the education system to which it is applied. One table is included. There are 19 references. (SLD)
Standards-Based Accountability Under No Child Left Behind
Author: Laura S. HamiltonPublisher: Rand Corporation
ISBN: 083304270X
Category : Social Science
Languages : en
Pages : 303
Book Description
Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.
Accountability, Assessment, and Teacher Commitment
Author: Betty Lou WhitfordPublisher: State University of New York Press
ISBN: 0791493334
Category : Education
Languages : en
Pages : 288
Book Description
Accountability, Assessment, and Teacher Commitment offers a vantage point to draw lessons from, and ponder alternatives to, the Kentucky Education Reform Act (KERA), a state school reform effort based on a system of statewide student assessment and high-stakes accountability for teachers. It documents classroom realities and probes the consequences of this type of reform through case studies, comparisons to alternative models, and thought-provoking responses from national experts. Contributors include Lola Aagaard; Terry I. Brooks; Jan Calvert; Pamelia Coe; Dick Corbett; Letitia Hichstrasser Fickel; Donna Gaus; Marilyn Hohmann; Ken Jones; Patricia J. Kannapel; A. Richardson Love Jr.; Christy D. McGee; Lynne Miller; Beverly D. Moore; Cynthia A. Reeves; David Ruff; Gordon Ruscoe; Linda Shelor; Debra Smith; John Snyder; Patricia A. Wasley; Anne Wheelock; and Betty Lou Whitford.
Incentives and Test-Based Accountability in Education
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309225078
Category : Education
Languages : en
Pages : 111
Book Description
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.