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Accountability: Do high-stakes systems raise student achievement? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's major findings and recommendations....

How Methodology Decisions Affect the Variability of Schools Identified as Beating the Odds - Methodology decisions can affect which schools are identified as "beating the odds," or performing better than expected given the populations they serve. Using data from Michigan, this study demonstrates how the identification of schools changes when statistical methods and technical specifications change. Methodological choices are policy decisions. (Yasuyo Abe, et al., REL-Midwest, February 2015)...

School Practices and Accountability for Students with Disabilities - Does the presence or absence of school accountability for students with disabilities (SWDs) lead schools to adopt different school and instructional practices? Researchers found accountable schools were larger and had a higher percentage of SWDs. They were more likely to have students attending a central district program for students with disabilities and they had more special ed teachers. They used instructional time differently. (Jenifer Harr-Robins, et al., National Center for Education Evaluation and Regional Assistance, January 2015)...

Accountability for College and Career Readiness: Developing a New Paradigm - A new accountability approach is recommended by the authors, one that focuses on meaningful learning, taught by skilled educators and supported by adequate resources, so all students, regardless of background, will graduate career and college ready. They imagine this new system in a "51st" state. (Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger, National Center for Innovation in Education at the University of Kentucky and the Stanford Center for Opportunity Policy in Education, October 2014)...

Changing the Metrics of Turnaround to Encourage Early Learning Strategies - Changing the Metrics of Turnaround to Encourage Early Learning Strategies and the previously released Framework for Rethinking Education Accountability and Support Birth Through High School address how current K-12 turnaround and accountability policies create a disincentive to local investment in early learning and K-2. So far, accountability and turnaround have focused on student test scores third grade and up as the primary measure of progress, ignoring what goes on in the early learning and K-2. But itís the first years of life that are the most important to development. (Elliott Regenstein et al., Ounce of Prevention, September 2014)...

Designing the Next Generation of State Education Accountability Systems - First-generation accountability systems need to be redesigned, according to this report. They are challenged by multiple and overlapping purposes, have little value in driving improvement, are excessively complex and may be producing unintended consequences. However, redesign is to be desired and there was broad consensus at a meeting of experts about what a new model would look like. (Mark Toner, Center on Reinventing Public Education, September 2014)...

Leaders & Laggards: A State-by-State Report Card on K-12 Education - With the idea that business has a stake in workforce quality, the U.S. Chamber has come out with state-by state grades on a variety of measures: academic achievement, academic achievement for low-income/minority, return on investment, truth in advertising: student proficiency, postsecondary and workforce readiness, 21st century teacher force, parental options, data quality, technology, international competitiveness and fiscal responsibility. (U.S. Chamber of Commerce, September 2014) ...

Fixing Our National Accountability System - Calling for a greater role for state education agencies, Marc Tucker writes that our current system of accountability is punitive to the point that teacher morale is low, teachers are leaving for more rewarding, lucrative professions, and fewer students are applying to education schools. His solution is to test less and use data from the tests to identify struggling schools, which state education agencies then would help. Teachers wouldn't be judged by students' scores, but would be part of a professional team, helping each other to greater student achievement. It is a model used by more successful education systems in other countries. (Marc S. Tucker, National Center on Education and the Economy, August 2014)...

Virtual Schools: Assessing Progress and Accountability: Final Report of Study Findings - In assessing progress and accountability in virtual schools, follow the same protocol for all schools: focus on outcomes and track student growth throughout the year. Because students may be highly mobile, use on-demand assessments, and because they may be overage and undercredited, create accountability systems that are rigorous but sensible. Make sure student data can be portable from school to school and ramp up positive and negative consequences attached to performance. (Gillian Locke et al., National Charter School Resource Center, February 2014)...

Don't Count Us Out: How An Overreliance on Accountability Could Undermine the Public's Confidence in Schools, Business, Government, and More - This report describes a potentially corrosive gap between the way leaders in government, business, education, health care and other sectors define accountability and the way typical Americans think about it. (Kettering Foundation and Public Agenda, August 2011)...

Mining the Opportunities in "Differentiated Accountability": Lessons From the No Child Left Behind Pilots in Four States - This report is based on CEP's review of differentiated accountability documents and interviews with a selection of state, district and school officials in Georgia, Maryland, New York and Ohio. The report notes the key findings which emerged, the common themes across the states, and describes the detail the differentiated accountability systems in the four states. (Center on Education Policy, August 2009)...


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