Author : Lisa Ann McClard Bertrand
Publisher :
Page : 214 pages
File Size : 42,86 MB
Release : 2006
Category : Education
ISBN :
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 : Andrea Cruz
Publisher :
Page : 274 pages
File Size : 19,20 MB
Release : 2007
Category : Educational accountability
ISBN :
Author : National Research Council
Publisher : National Academies Press
Page : 136 pages
File Size : 41,61 MB
Release : 1999-10-06
Category : Education
ISBN : 0309172861
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author : Gerardo G. Cruz
Publisher :
Page : pages
File Size : 28,22 MB
Release : 2011
Category :
ISBN :
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 : Susan Fuhrman
Publisher : Teachers College Press
Page : 324 pages
File Size : 41,56 MB
Release : 2004-01-17
Category : Education
ISBN : 9780807744253
Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field.
Author : Laura S. Hamilton
Publisher : Rand Corporation
Page : 193 pages
File Size : 19,10 MB
Release : 2002-07-31
Category : Education
ISBN : 0833033980
Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.
Author : Williamson M. Evers
Publisher : Hoover Inst Press Publication
Page : 216 pages
File Size : 15,52 MB
Release : 2002
Category : Education
ISBN :
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 : David J. Lystrom
Publisher :
Page : 116 pages
File Size : 14,99 MB
Release : 1997
Category : Treaty with the United States Relating to Boundary Waters and Questions Arising Along the Boundary Between Canada and the United States
ISBN :
Author : Courtney Elise Hart
Publisher :
Page : 153 pages
File Size : 10,53 MB
Release : 2015
Category : Academic achievement
ISBN :
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 : Paul E. Peterson
Publisher : Rowman & Littlefield
Page : 364 pages
File Size : 43,34 MB
Release : 2003-11-18
Category : Education
ISBN : 9780815796206
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.
