The Accountability Illusion

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Autor/inn/en	Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna
Institution	Thomas B. Fordham Institute
Titel	The Accountability Illusion
Quelle	(2009), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Educational Improvement; Educational Indicators; Federal Programs; Intervals; Accountability; Limited English Speaking; Educational Legislation; Reading Achievement; Mathematics Achievement; State Government; Educational Policy; State Standards; Disabilities; Comparative Analysis; Cutting Scores; Student Diversity; Elementary Schools; Middle Schools; Predictor Variables; English (Second Language); Hispanic American Students; African American Students; White Students; American Indians; Asian American Students; Pacific Islanders; Low Income Groups; Institutional Characteristics; Student Subcultures; Low Achievement; Academic Failure; At Risk Students; Arizona; California; Colorado; Delaware; Florida; Georgia; Idaho; Illinois; Indiana; Kansas; Maine; Massachusetts; Michigan; Minnesota; Montana; Nevada; New Hampshire; New Jersey; New Mexico; North Dakota; Ohio; Rhode Island; South Carolina; Texas; Vermont; Washington; Wyoming + Suchen Sie Ihr Suchwort? Bundesrecht; Teaching improvement; Unterrichtsentwicklung; Educational indicato; Bildungsindikator; Verantwortung; Bildungsrecht; Schulgesetz; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bund-Länder-Beziehung; Politics of education; Bildungspolitik; Handicap; Behinderung; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Prädiktor; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; American Indian; Indianer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Unterdurchschnittliche Leistung; Kalifornien; Master-Studiengang
Abstract	The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define proficiency in reading and math; (2) Establish their own annual targets for moving students to the proficient level by 2014; (3) Apply confidence intervals to school proficiency rates; and (4) Determine when the size of a student subgroup within a school is large enough that it must meet AYP targets. This study examines NCLB accountability systems and basic AYP rules for 28 states as they operate in practice: Arizona, California, Colorado, Delaware, Florida, Georgia, Idaho, Illinois, Indiana, Kansas, Maine, Massachusetts, Michigan, Minnesota, Montana, Nevada, New Hampshire, New Jersey, New Mexico, North Dakota, Ohio, Rhode Island, South Carolina, Texas, Vermont, Washington, Wisconsin, and Wyoming. Overall report findings include: (1) Within the elementary school sample, the number of schools that made AYP varied greatly by state: almost all sampled schools failed to make AYP in some states, and nearly all of these same schools made AYP in others; (2) More consistency across states with the middle school sample (few of these schools made AYP in any state); and (3) When it comes to whether the performance of a subgroup will hurt a school's chances of making AYP, the state decision relative to minimum subgroup size is highly significant. The report concludes that overall evidence from the sample indicates that NCLB, as currently implemented, is not a discriminating system, but that accountability is not coherent. The authors suggest a more consistent accountability system is needed to improve schools in all states. The foreword for this report was written by Chester E. Finn, Jr., Michael J. Petrilli, and Amber M. Winkler. Three appendixes are included: (1) Methodology; (2) Estimated State Test Proficiency Cut Scores in Reading using Measures of Academic Progress; and (3) Estimated State Test Proficiency Cut Scores in Math using Measures of Academic Progress. (Contains 8 footnotes, 23 figures and 21 tables.) [This report was published in partnership with Northwest Evaluation Association (NWEA). For individual state reports, see ED504680-ED504694, ED504700-ED504711 and ED504719.] (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net/foundation/publication/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10