Download or read book The Practical Benefits of Growth Models for Accountability and the Limitations Under NCLB Policy Brief 9 Spring 2007 written by Pete Goldschmidt and published by . This book was released on 2007 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act of 2001 requires states to monitor student and school performance based on "adequate yearly progress" (AYP), which essentially is a count of the number of students meeting a specified target. States, many of which have a growing number of schools and school districts entering NCLB's "needs improvement" status, have urged the U.S. Department of Education to consider alternate ways to measure and report student progress because AYP disproportionately identifies certain schools as failing (Choi, Goldschmidt, & Yamashiro, 2005). Some researchers have predicted that by the 2013-2014 school year, nearly all schools and school districts will not meet AYP requirements, even many of America's highest achieving schools in affluent areas (Goldschmidt, 2006; Linn, 2005). In November 2005, U.S. Secretary of Education Margaret Spellings, announced a Growth Model Pilot program (U.S. Department of Education, 2006) to which states may submit alternative accountability models to monitor schools. As of February 2007, five states--Tennessee, North Carolina, Delaware, Arkansas, and Florida--have had their growth models approved for use in 2006-2007. Growth models are a different way to track student progress compared with current NCLB requirements that use AYP. This policy brief addresses the broader topic of education accountability models, or systems, describes both status and growth accountability models, and provides several policy recommendations. (Contains 5 figures and 4 notes.).
Download or read book The Practical Benefits of Growth Models for Accountability and the Limitations Under NCLB written by Peter Gordon Goldschmidt and published by . This book was released on 2007* with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Consequences of No Child Left Behind on Educational Evaluation written by Tiffany Berry and published by Jossey-Bass. This book was released on 2008-04-04 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores how key aspects of No Child Left Behind (NCLB) have transformed the landscape of educational evaluation, and ultimately how this process is redefining what evaluation is within the educational evaluation community. In their chapters, the authors examine case studies, critical commentaries, and technical information related to the nexus between evaluation and NCLB. The volume is intended to stimulate conversation around fundamental issues in the discipline of evaluation, including blurring the lines among research, evaluation, and assessment; prioritizing summative evaluations over formative; using questions to drive research design rather than the reverse; balancing accountability requirements with other stakeholder needs; exploring the role of evaluation capacity building in an institutional setting; understanding the availability and appropriate use of assessment data; and defining learning outcomes that are based on standardized test scores alone. Evaluative activities have become integrated into the fabric of NCLB primarily through two core aspects of the legislation: responding to accountability systems and implementing scientifically based research. One plausible consequence of this close integration is that the purpose, design, and practice of evaluation may actually be transformed by this legislation. This volume describes these transformative influences and then explores the potential consequences. This is the 117th volume of the Jossey-Bass quarterly report series New Directions for Evaluation, an official publication of the American Evaluation Association.
Download or read book Fixing the NCLB Accountability System CRESST Policy Brief 8 Summer 2005 written by Robert L. Linn and published by . This book was released on 2005 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) Act is praiseworthy for the special attention it gives to improved learning for children who have been ignored or left behind in the past. The emphasis on closing the achievement gap is certainly commendable, as is the encouragement given to states to adopt ambitious subject matter standards and enhance teacher quality. NCLB's focus on students with low achievement seems to have had some short-term positive effects. The percentage of schools meeting Adequate Yearly Progress (AYP) targets increased in 2003-04 from the year before in most states, and the recently released National Assessment of Educational Progress (NAEP) long-term trend scores have shown some narrowing of achievement gaps. Given the positives, a conclusion might be made that NCLB is working, and hence no changes are needed at this point. Unfortunately, the accountability system has some fundamental problems that threaten to undermine its central goals over the next few years. Dissatisfaction with some of the accountability provisions led the U.S. Department of Education to make some changes in NCLB accountability requirements last year, with more on the way this year. The changes, however, are what Jim Popham calls "edge-softening" and do not deal with NCLB's fundamental problems, which include expectations, targets, state proficiency levels, reporting, and the safe harbor provision. The remainder of this policy brief describes each problem and offers proposals for improvement. (Contains 5 figures and 7 endnotes.).
Download or read book No Child Left Behind written by Paul E. Peterson and published by Rowman & Littlefield. This book was released on 2003-11-18 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Working Smarter to Leave No Child Behind written by Brian M. Stecher and published by RAND Corporation. This book was released on 2003 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability based on student test results is the heart of the No Child Left Behind Act, which assumes that schools can solve their problems if given proper incentives and technical assistance, and that parents should have educational alternatives if the schools fail to do so. This paper discusses evidence on accountability systems, describes the act's accountability model and its underlying assumptions, and offers educators specific recommendations for effective operation in an era of accountability.
Download or read book The Advantages and Disadvantages of Multiage Classrooms in the Era of NCLB Accountability Education Policy Brief Volume 7 Number 1 Winter 2009 written by Ruiting Song and published by . This book was released on 2009 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: For a great portion of the history of the American education system, multiage education was the norm in one-room schoolhouses throughout the nation. The current graded, curriculum-centered approach in the U.S. appeared during the mid-nineteenth century with the rapid economic development and massive immigration into the country. Concurrently, some innovators tried to develop child-centered education, which focused on applying a developmentally appropriate practice in a more social and natural learning environment. These efforts led to the current scheme of multiage education, teaching students in a cross-grade group as a whole class and emphasizing individual progress through a developmentally appropriate curriculum. This report discusses benefits/advantages and obstacles/problems of the multiage approach, and models of multiage programs in Kentucky, Michigan, and internationally. Two Policy Perspectives are presented: (1) Primarily Speaking in Kentucky (Joe McCowan); and (2) Multiage in the Era of NCLB (Sandra J. Stone.) Concluding recommendations are offered: (1) High-quality research on the effects of multiage education is needed via a randomized control trial or a quasi-experimental study to validate the existing body of research that generally point to accelerated gains by students in language development, reading, and mathematics; (2) Parent education and teacher preparation are essential; (3) Administrators need to create space for multiage classrooms within the school and to let multiage classrooms exist outside the graded system, optimally as a "school within a school;" and (4) School administrators should consider multiage education as a viable alternative program that should be available to any student who is underserved or not succeeding in the traditional classroom.
Download or read book School Accountability written by Williamson M. Evers and published by Hoover Inst Press Publication. This book was released on 2002 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Download or read book Holding NCLB Accountable written by Gail L. Sunderman and published by Corwin Press. This book was released on 2008 with total page 561 pages. Available in PDF, EPUB and Kindle. Book excerpt: By mandating high standards for all students, the No Child Left Behind Act has promised to close the achievement gap and bring all students up to proficient levels by 2014. The challenge is in connecting the goals of NCLB legislation with the realities of change in the classroom.
Download or read book Incentives and Test Based Accountability in Education written by National Research Council and published by National Academies Press. This book was released on 2011-11-18 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.
Download or read book Use of Growth Models in School Accountability Systems Under the No Child Left Behind Act of 2001 written by Robin Rider Taylor and published by . This book was released on 2008 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book State Growth Models for School Accountability written by Rolf K. Blank and published by . This book was released on 2010 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Council of Chief State School Officers (CCSSO) is working to respond to increased interest in the use of growth models for school accountability. Growth models are based on tracking change in individual student achievement scores over multiple years. While growth models have been used for decades in academic research and program evaluation, a wide cross section of policymakers at local, state, and national levels are now using different types of growth models. A total of 12 states are utilizing growth models that provide estimates of whether student achievement will meet Adequate Yearly Progress (AYP) state proficiency targets within three years. These models were designed to meet the requirements of the No Child Left Behind (NCLB) Act. In addition, 13 states have developed and implemented growth models as required by state policy; these models use different formulas to measure growth for students and schools. Finally, five states are reporting on growth under both NCLB and state policies. This paper is an overview and description of current state activities with growth models. Policymakers and educational leaders are also seeking more information on basic differences between various types of growth models and the assessments, data, and reporting systems necessary to implement them. CCSSO has developed an annual report and webpage focused on state accountability systems, and this paper provides a current snapshot of differences and similarities in growth models used by state education agencies. The present paper is one of CCSSO's recent efforts to provide information on this topic. (Contains 2 tables.).
Download or read book Limited English Proficient Students written by Laura Batt and published by . This book was released on 2005 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book No Child Left Behind Act written by United States Government Accountability Office and published by Createspace Independent Publishing Platform. This book was released on 2017-09-16 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act (NCLBA) requires that states improve academic performance so that all students reach proficiency in reading and mathematics by 2014 and that achievement gaps close among student groups. States set annual proficiency targets using an approach known as a status model, which calculates test scores 1 year at a time. Some states have interest in using growth models that measure changes in test scores over time to determine if schools are meeting proficiency targets. The Chairman of the Committee on Education and the Workforce asked GAO to testify on its recent report on measuring academic growth. Specifically, this testimony discusses (1) how many states are using growth models and for what purposes, (2) how growth models can measure progress toward achieving key NCLBA goals, and (3) what challenges states face in using growth models especially to meet the law's key goals. While growth models may be defined as tracking the same students over time, GAO used a definition that also included tracking the performance of schools and groups of students. In comments on the report, Education
Download or read book Accountability in K 12 Education Education Policy Brief written by Allison Armour-Garb and published by . This book was released on 2008 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the No Child Left Behind Act in limbo, the time is right for big thinking on intergovernmental collaboration in the ways we measure and report results in our schools. The Rockefeller Institute convened 40 experts including former New York education commissioner Gordon Ambach, Chester E. Finn, Jr., of the Thomas B. Fordham Institute, journalist John Merrow, and Michael Cohen of Achieve to explore institutional models.
Download or read book Beyond NCLB written by Commission on No Child Left Behind (Aspen Institute) and published by . This book was released on 2007 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year, Congress is scheduled to review the No Child Left Behind Act (NCLB). In 2002, this law signaled an important change in federal education policy by focusing on accountability for results rather than simple compliance and by seeking to set the performance bar high for all children, regardless of where they live. The time is now to learn from the successes and struggles of the law and forge a stronger path to a better future. The nation has an important opportunity to move beyond NCLB in its current form and take the steps necessary to fulfill the promise of high achievement for all children. In February 2006, 15 leaders in education--representing K-12 and higher education, school and school-system governance, civil rights and business--came together to form the Commission on No Child Left Behind, a bipartisan, independent effort dedicated to improving NCLB. Through the generous support of their funders and the Aspen Institute, the Commission traveled across the country, listening to the stories and experiences of students, teachers, principals, parents, administrators, state and district officials, experts and policymakers. They held public hearings and roundtables, visited schools, wrote profiles of schools and districts, read thousands of comments submitted through the their Web site, and researched and analyzed extensive amounts of data. This report outlines the Commission's recommendations for establishing a high-achieving education system, one that includes teacher and principal quality and effectiveness, strong accountability, meaningful school improvement, high-quality student options, accurate assessments and truly high expectations for all students. Their recommendations are defined and supported by research, data and the experiences of parents and the people who do the hard work in public education and are affected daily by NCLB. This report addresses specific statutory and implementation issues as well as other challenges. The recommendations build on the foundation of NCLB and fill in those pieces that the Commission believes are needed to address shortcomings in the law and its implementation, as well as other necessary actions to produce a true high-achieving education system for all children. Appended are: (1) Summary of Outreach and Research Activities; (2) List of Graphs and Charts; (3) Common Abbreviations Used; and (4) Additional View. (Contains 27 graphs and charts.) [This report was prepared by the Commission on No Child Left Behind.].
Download or read book Tableaux dessins aquarelles pastels gravures lithographies written by and published by . This book was released on 1930 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:
