Holding NCLB Accountable PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Holding NCLB Accountable PDF full book. Access full book title Holding NCLB Accountable by Gail L. Sunderman. Download full books in PDF and EPUB format.
Author: Gail L. Sunderman
Publisher: Corwin Press
ISBN: 1412957877
Category : Education
Languages : en
Pages : 561
Get Book Here
Book Description
By mandating high standards for all students, the No Child Left Behind Act has promised to close the achievement gap and bring all students up to proficient levels by 2014. The challenge is in connecting the goals of NCLB legislation with the realities of change in the classroom.
Author: Gail L. Sunderman
Publisher: Corwin Press
ISBN: 1412957877
Category : Education
Languages : en
Pages : 561
Get Book Here
Book Description
By mandating high standards for all students, the No Child Left Behind Act has promised to close the achievement gap and bring all students up to proficient levels by 2014. The challenge is in connecting the goals of NCLB legislation with the realities of change in the classroom.
Author: Helen Ladd
Publisher: Brookings Institution Press
ISBN: 9780815721215
Category : Political Science
Languages : en
Pages : 412
Get Book Here
Book Description
"Perhaps the most urgent—and complex—task facing American education today is to figure out how to hold schools accountable for improved academic achievement. In this important new work, Helen Ladd and her colleagues describe the options available to policymakers, weigh their respective strengths and pitfalls, and lay out principles for creating schools where learning is the number one objective. This book should be at the top of the reading list for anyone seriously interested in transforming the quality of American schools."—Edward B. Fiske, Former Education Editor, The New York Times A central theme of current efforts to reform elementary and secondary education in the United States is a more explicit focus on the outcomes of the educational system. This volume examines efforts throughout the country to hold schools accountable for the academic performance of their students. Researchers from various disciplines—most notably, economics, educational policy and management, and political science—address a range of questions related to performance- based strategies for reforming education. The authors describe and evaluate programs that recognize and reward the most effective schools, discuss the costs of achieving high performance, summarize what is known about parental choice as an accountability mechanism, and provide new evidence on the relationship between school inputs and educational outcomes. Grounded in the actual experiences of various states and school districts, the book provides a wealth of new information and provocative insights. Contributors argue that programs to hold schools accountable for student performance must be carefully designed to assure that schools are treated fairly; that vouchers, if used, should be directed toward low-income families; that resources do indeed matter—poor school districts may well require additional funding to increase student learning. In addition to the editor, the contributors include Charles T. Clotfelter, David K. Cohen, Richard F. Elmore, Ronald F. Ferguson, Susan H. Fuhrman, Eric A. Hanushek, Caroline Minter Hoxby, Richard J. Murnane, John F. Witte, and John McHenry Yinger.
Author: Kris Sloan
Publisher: Bloomsbury Publishing USA
ISBN: 0313054665
Category : Education
Languages : en
Pages : 169
Get Book Here
Book Description
Sloan explores the varied contours of the educational accountability movement that has swept the United States. He describes the historical origins and underlying assumptions of present day accountability measures, current issues surrounding accountability, relationships between the accountability and the standards movements, and the role of standardized testing in each of these movements, and provides a critical reading of the seemingly divided literature concerning the effects of accountability on public education. This volume also focuses on the implications of accountability measures on parents, families, and communities, including details of the varied efforts by grassroots organizations that have raised concerns over current accountability measures. While there has been a substantial amount of parent and community opposition to both state and national accountability policies, increasingly these organizations are offering suggestions for ways to make accountability measures better and more responsive to both community and student needs. The work concludes by offering valuable suggestions about improving, even strengthening accountability measures in ways that are more responsive and respectful of students, their families, and local communities.
Author: Paul E. Peterson
Publisher: Rowman & Littlefield
ISBN: 9780815796206
Category : Education
Languages : en
Pages : 364
Get Book Here
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.
Author: Bruce G. Barnett
Publisher: IAP
ISBN: 1623963842
Category : Education
Languages : en
Pages : 291
Get Book Here
Book Description
Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States’ No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia’s Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators “accountable for student learning and accountable to the public” (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as “buffers” by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309225078
Category : Education
Languages : en
Pages : 111
Get Book Here
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.
Author: Laura S. Hamilton
Publisher: Rand Corporation
ISBN: 083304270X
Category : Social Science
Languages : en
Pages : 303
Get Book Here
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: Williamson M. Evers
Publisher: Hoover Inst Press Publication
ISBN:
Category : Education
Languages : en
Pages : 216
Get Book Here
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: Richard Rothstein
Publisher: Teachers College Press
ISBN: 9780807749395
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.
Author: Kenneth A. Sirotnik
Publisher: Teachers College Press
ISBN: 9780807744642
Category : Education
Languages : en
Pages : 196
Get Book Here
Book Description
Kenneth Sirotnik asserts that however well-intentioned, past and current accountability practices in public education are "miseducative, misdirected, and misanthropic." In this provocative book, well-respected educators join Sirotnik to provide critical analyses and sophisticated perspectives on prevailing high-stakes accountability practices. They offer both conceptual and practical foundations for rethinking what it means to act responsibly when it comes to calling our schools, school systems, educators, and students into account.
