Administrators' Perceptions Toward the Texas Accountability System in Public Schools PDF Download
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Author: Frederick Wayne Walker
Publisher:
ISBN: 9781109903256
Category : Educational accountability
Languages : en
Pages : 81
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Book Description
The purpose of this study was to examine administrators' perceptions toward the Texas accountability system. Many administrators have varying views about the direction of the accountability system being used in Texas. The intent and purpose of this study was to allow more information related to administrators' perceptions of the Texas accountability system. Likewise, the findings of this study should have the potential of informing and positively changing the content of this present accountability system.
Author: Frederick Wayne Walker
Publisher:
ISBN: 9781109903256
Category : Educational accountability
Languages : en
Pages : 81
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Book Description
The purpose of this study was to examine administrators' perceptions toward the Texas accountability system. Many administrators have varying views about the direction of the accountability system being used in Texas. The intent and purpose of this study was to allow more information related to administrators' perceptions of the Texas accountability system. Likewise, the findings of this study should have the potential of informing and positively changing the content of this present accountability system.
Author: Meesha-Gay Jones
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 0
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Book Description
Accountability has placed immense pressure on principals leading K-12 public charter schools to increase standards for success. Overwhelmingly, principals accept the charge to produce promising results every day, despite the public scrutiny principals may ensue for not meeting the state’s standard of excellence. Principals are expected to drive high academic standards, initiate instructional vision, interact with parents, oversee policy mandates, address students’ needs, and foster relationships with teachers. The daily demands requiring principals’ attention stimulate stress and may cause principals to wrestle with prioritizing trusted relationships. The purpose of this qualitative descriptive study was to understand how principals foster relational trust with teachers in an urban Title I public charter school in Texas. Thirteen principals participated in semistructured interviews. Principals provided an operating mechanism chart and core calendar to triangulate the development of trust with teachers. The findings of this study show that when principals identified a personal or professional experience that drove their mission, incorporated the organization’s goals to direct their daily priorities, and built interactions with teachers using operating mechanisms, they increased trusted relationships with teachers. In addition, as a result of the systems principals designed, principals perceived accountability stimulated teachers to actively invest in the mission of the school, establish stronger relationships between managers and direct employees, and enhance teacher relationships by making it a normal practice to celebrate and reward teachers for their commitment to the mission. Keywords: accountability, public charter school, principal pressure, trust, relational trust, school culture, leader-member exchange, systems thinking, and systems design
Author: Dongmei Li (Ph. D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 418
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Book Description
As resistance to high-stakes testing has grown across the country, some states have experimented with non-testing based and local models of accountability reform. Texas is one such state, which implemented the 'Community and Student Engagement' (CASE) policy. This policy maintains current testing, but also requires districts to self-evaluate in compliance with statutory reporting requirements. The eight required areas include fine arts, wellness and physical education, community and parental involvement, the 21st century workforce development program, the second language acquisition program, the digital learning environment, dropout prevention strategies, and educational programs for gifted and talented students. To date, however, little work has thoroughly examined new reforms like CASE. Meanwhile, the Every Student Succeeds Act (ESSA) grants states flexibility towards assessment and takes full effect in the 2017-18 school year. Without an understanding of current reforms, we will lack the empirical knowledge to inform states how to best access the ESSA opportunity to improve their accountability systems. To remedy this gap, this project examined CASE, a new policy added to Texas' accountability system in 2013. The purpose of this study was to understand public school districts' perceptions and implementation of CASE. Using mixed methods, including collecting survey data from one-third of the districts across the state and conducting semi-structured interviews with a subsample of district leaders, I explored how school district leaders perceive the CASE policy and its impact, and how they implemented the policy. The analysis of survey data shows an overall support of CASE by most district leaders and different patterns of perceptions by district type. The results from survey and interview data indicate varying policy implementation and impact patterns in different districts. This study will contribute to a better understanding of local districts' perceptions and implementation of non-academic accountability reform. It provides timely empirical evidence for Texas and other states to revise their accountability systems and inform respond to the new ESSA requirements of measuring non-academic domains along with academic measures.
Author: Gerardo G. Cruz
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the perceptions of high school principals' regarding the impact of a high stakes accountability system on instructional practices. The study assessed the differences in perception and influencing factors about the impact of a high stakes accountability system between and among high school principals based on campus ratings and selected demographic variables. The data for this quantitative study were obtained from a 59-question survey instrument given to high school principals from 37 school districts selected from Region I of the Texas Education Service Center and 42 school districts selected from Region XX of the Texas Education Service Center. The researcher collected 92 completed surveys, or 72% of the sample. An analysis of the data found that high school principals did indicate perceived changes to some instructional practices. The data showed a perceived increase in the use of problem-solving activities, open response questions, writing assignments, creative/critical thinking questions, peer or cross-age tutoring, interdisciplinary instruction, facilitating/coaching, collaborative/team-teaching, modeling, cooperative learning/group work, computers/educational software, calculators, computers, internet and/or on-line research service, lab equipment, and manipulatives. Principals also indicated a perceived decrease in the use of work sheets, true-false questions; textbook based assignments, lecturing, and the use of textbooks. In addition, the data showed that high school principals' perceived changes to instructional practices were influenced most by two factors: an "interest in avoiding sanctions at my school," and an "interest in helping my students attain TAKS scores that will allow them to graduate." The information obtained from this study can be used by researchers, educators and all stakeholders to ensure implementation of instructional practices leading to student achievement on high-stakes tests.
Author: Lyndon B. Johnson School of Public Affairs. Policy Research Project on Texas Public Education Reform
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 138
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Book Description
Author: Daniel Duane Johnson
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 204
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Book Description
Accountability is a central and enduring concern in public administration that has recently gained momentum resulting from the No Child Left Behind reform. There is concern over aspects of public administration that have not been addressed (e.g., accountability), and how it should influence reform efforts in the new millennium. According to Aucoin and Heintzman (2000), viable accountability in public administration must include: the control of abuse, the assurance of well-performing organizations and continuous improvement in governance and management. The research question is: "How has standardized testing affected principals' perceptions about accountability in the Dallas Independent School District?"
Author: Lisa Ann McClard Bertrand
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 214
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Book Description
Focusing on classroom teachers in grade three to five classrooms, this book determines, which methods most help students to achieve at the mandated levels.
Author: Laura S. Hamilton
Publisher: Rand Corporation
ISBN: 083304270X
Category : Social Science
Languages : en
Pages : 303
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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.
Author: Courtney Elise Hart
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 153
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Book Description
This case study explores the perspectives of stakeholders at a diverse, suburban elementary school regarding the Texas Educational Accountability Rating system. Specifically, it seeks to understand how they perceive the campus rating of Met Standard to have influenced the daily practices and campus culture of their school, and to understand what factors seem to have influenced the formation of these perceptions. Using the organizational theory of loose coupling as a lens, interviews with 15 participants provide a narrative that demonstrates how the campus rating negatively affects teacher stress levels and teacher morale. Realtor ratings are identified as a primary catalyst for low teacher morale, and punitive student consequences are identified as a primary catalyst for high teacher stress. However, high levels of efficacy and selfdetermination persist, largely due to the campus leader. A potential plan inspired by the work of the Texas Public Education Visioning Institute is set forth as appropriate next steps for creating transformative, positive change at the legislative level.
Author: Mahkurdi Meiyefabofah Ikemi
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 162
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Book Description
