Expanding the Scope of the Texas Public School Accountability System PDF Download
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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
Author: Linda Skrla
Publisher: Routledge
ISBN: 1135944113
Category : Education
Languages : en
Pages : 297
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Book Description
After decades of such 'inputs' as how many books are in the school library and the number of computers in the classroom, American education is shining a spotlight on results.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author: Raúl Peña (Ed. D.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Book Description
The Every Student Succeeds Act (2015) transferred flexibility for accountability rules to states to control following the national accountability era of the No Child Left Behind Act of 2001. The interdependent relationships of structural linkages between state and local school entities need examination for understanding how best to align the systemic linkages for accountability based on the measures of performance. The purpose of the study was to explore and understand school district leaders’ perspectives about school accountability in Texas based on the state’s recent shift towards a shared accountability system. This phenomenological study was explored through discussions with three superintendents and three deputy superintendents. The following three research question guided the study: (a) What are perspectives of district leaders within the shift from a state-imposed accountability system to shared accountability in Texas? (b) How would district leaders of urban districts define the movement toward local control? (c) How do school leaders envision a plan of action for shared accountability? The researcher utilized a purposeful sampling strategy to select three urban school districts. The snowball sampling was used to gain participants. All interviews were semi-structured, tape-recorded, and lasted between 30 and 60 minutes. The perspectives and lived experiences of the participants led the narrative in supporting the creation of three themes. The three themes that evolved through the data relating to how the six district leaders perceive, experience and understand the shift in the accountability system, impact on student performance, effect on policy and governance, and desired shift in curriculum and instruction. Implications for practice evolving from this study extend to researchers, superintendents, trustees, and district stakeholders. Recommendations for further research include: (a) expanding the target population to include a more diverse superintendent demographic and differing types of school districts; (b) examining the interactivity between the state and district leaders to influence policymaking in generating greater shared accountability, responsibility, and autonomy in school districts; and (c) investigating how superintendents understand developing systemic capacity to provide quality resources and effectively organize their school districts as they experience shifts in school accountability system across the multiple channels and among stakeholders. Additional recommendations and implications appear in Chapter 5.
Author: Texas. Legislative Budget Board
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 65
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Book Description
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Early Childhood, Youth, and Families
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 120
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Book Description
This Congressional hearing on the Bilingual Education Act examines current law and changes necessary to ensure that it provides limited English speaking students with the best possible educational opportunities. After opening statements by Chairman Michael Castle and Representative Carlos Romero-Barcelo, both of the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce, U.S. House of Representatives, there are four statements by the following individuals: Joseph Farley, elementary school principal, California; Martha Bujanda, former student, Texas; Sylvia Hatton, executive director, Region I Education Service Center, Texas; Don Soifer, executive vice president, Lexington Institute, Virginia; and Hector Ayala, teacher and director of English for the Children, Arizona. The six appendixes present opening statements and written statements. (SM)
Author:
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages :
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Book Description
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: Williamson M. Evers
Publisher: Hoover Inst Press Publication
ISBN:
Category : Education
Languages : en
Pages : 216
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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: 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.
