Literaturnachweis - Detailanzeige
| Autor/inn/en | Wohn, Christopher; Boberiene, Liepa |
|---|---|
| Institution | Baltimore Education Research Consortium (BERC) |
| Titel | Looking at School Performance from a Different Perspective: A Maryland Report Card Reflecting Students Served |
| Quelle | (2019), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Accountability; School Effectiveness; Federal Legislation; Educational Legislation; Elementary Secondary Education; Socioeconomic Status; Academic Achievement; Poverty; Economically Disadvantaged; Rating Scales; Teacher Effectiveness; Student Characteristics; Maryland |
| Abstract | The federal Every Student Succeeds Act (ESSA) that passed in 2015 changed many aspects of school accountability across the United States. Under ESSA states had to interpret new requirements and create accountability plans. As part of Maryland's ESSA plan, a new school report, the Maryland Report Card, was developed to evaluate school performance across multiple metrics, including assessment performance, student growth, school climate, and implementation of a well-rounded curriculum. Schools across the state were ranked according to how many points they earned by meeting performance expectations on these indicators, and each school received a summative "star" rating, from one to five stars. Schools are complex entities and any measurement of overall school performance can be attributed to multiple inputs: quality of teachers, socio-economic background of students, involvement of parents in the school community, resources of the governing school district, and so on. Summative school evaluation systems, such as the Maryland Report Card, often take a blunt approach to judging school success and can fail to recognize outstanding instruction and academic gains in school communities that exist in high poverty. Accountability metrics with no consideration of students served may end up in large part representing the socio-economic level of students' families rather than the quality of each school. This brief explores how school rating systems can represent the effectiveness of educators as opposed to the characteristics of their students. (ERIC). |
| Anmerkungen | Baltimore Education Research Consortium. 2701 North Charles Street Suite 300, Baltimore, MD 21218. Tel: 410-516-4044; Web site: http://www.baltimore-berc.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
