Download or read book The Authoritativeness of Michigan s Educational Accountability Program written by Harvey Bleecher and published by . This book was released on 1975 with total page 598 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementing Educational Accountability written by Michigan. Department of Education. Accountability Consortium and published by . This book was released on 1977 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Michigan Accountability Model written by Michigan. Department of Education and published by . This book was released on 1976 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementing Educational Accountability written by Kent John Chabotar and published by . This book was released on 1973 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Staff Response to the Report written by Michigan. Department of Education and published by . This book was released on 1974 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Assessment of the Michigan Accountability System written by Ernest R. House and published by . This book was released on 1974 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Questions Answers about the Michigan Educational Accountability Model written by Michigan. Experimental and Demonstration Centers Program and published by . This book was released on 197? with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Public s Understanding and Attitudes Toward Educational Accountability written by Michigan. Department of Education and published by . This book was released on 1974 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Accountability is More Than Markets Missions Or Mechanisms written by Brenda Elyse Neuman-Sheldon and published by . This book was released on 2000 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Analysis of the Understanding and Utilization of an Educational Accountability Model by the Michigan State Department of Education written by Catherine L. Stehly and published by . This book was released on 1978 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Management by Objectives as an Accountability Tool for Superintendents and Directors of Adult and Continuing Education Programs in Middle City School Districts Within the State of Michigan written by Kathleen Sallot Bell and published by . This book was released on 1981 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Building Valued Added Assessment Into Michigan s Accountability System written by Kwangyhuyn Lee and published by . This book was released on 2002 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Michigan is designing a new accountability system that combines high standards and statewide testing within a school accreditation framework. Sound assessment techniques are critical if the accountability system is to provide relevant information to schools and policymakers. One important component of a sound assessment system is measurement of student learning during the school year. Two primary ways of assessing student learning are absolute measures of achievement and value-added assessment. Value-added assessment attempts to distinguish learning that occurs because of factors that the school can control from learning that is affected by uncontrollable factors. By measuring the value that was added to a student's achievement by a school, rather than by factors outside of the school's control, a school can be held accountable for the performance of students in that building. Absolute measures of student achievement such as average scores provide a snapshot of learning but do not allow separation of school and non-school influences on student achievement. This paper is divided into three sections. Section I examines the background of value-added assessment and discusses why it should be part of Michigan's accountability system. Section II compares the implementation of value-added testing in several states and examines similarities and differences between the models. Section III outlines steps that would be necessary to implement a value-added system in Michigan. Michigan has recognized that its current accountability system is inadequate. The state has begun the process of developing an accountability system that includes construction of a Single Record Student Database and the development of an annual testing program, use of multiple indicators in evaluating student progress, and instituting a set of rewards for schools where students meet state goals for progress. While there is no one best system of accountability, the fairness of the system must be a key concern. When educators perceive a system as fair, they are more likely to accept and support the system. When teachers are provided with fair assessments of student achievement, they can use the information in a thoughtful manner to reflect on and improve their instruction. An important component of any fair accountability system is the inclusion of a value-added testing program. Value-added testing responds to the state superintendent's request that, before implementing any new program, the question is asked, "What does this do to help teachers teach and students learn?" By providing teachers, parents, legislators, and the general public with a fair measure of student learning, value-added testing helps to ensure that the accountability system is a tool for improved teaching and learning. (Contains 2 footnotes and 1 table.).
Download or read book Grading Education written by Richard Rothstein and published by Teachers College Press. This book was released on 2008-12-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Using Public Accountability Data to Promote Equity in Michigan School Districts written by Jennifer A. Gruber and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School accountability is the primary method the United States public education system uses to monitor the quality of local and state education systems and promote positive educational outcomes. The current accountability system under the Every Student Succeeds Act of 2015 (ESSA) grants states the autonomy to design their own policies and metrics for school and district performance. Researchers and educators have raised concerns about these accountability systems, including their approach to identifying schools and districts that need improvement, their potential harmful consequences, and their lack of attention to the structural causes of educational inequities. School is only one system-albeit an impactful, important one-within a student's social ecology. Schools with lower performance are often situated within contexts that perpetuate inequities and limit their ability to respond to the barriers their students face.Using two sources of publicly available education data that report various student-, school-, and district-level characteristics (MI School Data and Civil Rights Data Collection), I conducted an exploratory study of schools in 12 public school districts that-as of September 2021-had a partnership agreement with the Michigan Department of Education (i.e., were the focus of state-level intervention under the current Michigan school accountability system). Specifically, I used multilevel modeling to examine school- and district-level measured indicators of structural factors (e.g., school staff-to-student ratios; district finances) and student achievement (e.g., test scores) and disciplinary (e.g., suspensions) outcomes and their relations over time in schools in these 12 school districts relative to a matched comparison sample. I also incorporated an explicit focus on equity by examining the extent to which these relationships differed across student subgroups by race and ethnicity, socioeconomic status, and disability status.My primary aims were to examine the extent to which: (1) partnership district schools differed from matched comparison district schools on student outcomes over time; (2) proxies for structural factors (e.g., enrollment, financial status) impacted student outcomes; and (3) partnership district schools differed from matched comparison district schools in terms of equity.℗ For my first aim, I found that partnership district schools had worse average academic outcomes than matched comparison district schools, but the differences between the schools were stable throughout the years of data included in my study. Given the stability of these differences, comprehensive school reform or community-level supports might be the best approach to address deeply rooted barriers faced by schools. For my second aim, I found that several structural factors (e.g., student mobility, the enrollment of historically marginalized students) accounted for academic outcomes over and above school accountability metrics. Given the potential consequences schools face if they do not meet the specific goals outlined in the agreements, it is important to consider how data on these structural factors could be leveraged to identify areas to best support schools or to account for factors outside of a school's control. Less clear patterns emerged for disciplinary outcomes, which might be an important area for future research and consideration. For my third aim, I was only able to examine differences across student subgroups for one outcome (math growth percentiles). I found that all student subgroups except Latine students had worse math growth percentiles in partnership district schools compared to matched comparison district schools, but few structural factors emerged as statistically significant to explain these differences. Overall, my findings suggest specific areas of promise for Michigan and other states to better align their school accountability systems with ESSA's goals of providing an equitable, holistic education.
Download or read book Education Accountability written by Maurice Kogan and published by Routledge. This book was released on 2022-06-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 1986, Education Accountability is a critique of writing on accountability and evaluation with respect to education and its various stakeholders. The author applies frameworks drawn from the theory of knowledge, social psychology and social policy, demonstrating how different assumptions about the nature of schooling, curriculum control and development can give rise to various forms of political control, of which education accountability is a special and important case. This sharp book will be valuable reading for all advanced students of education, whether interested in curriculum or educational administration, as well as to students of political science, social policy and evaluation studies, teacher trainers, administrators and educational researchers.
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1014 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Implementing Educational Accountability written by Michigan. Experimental and Demonstration Centers Program and published by . This book was released on 1977 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
