Sentences with phrase «accountability pressure»

We study the impact of accountability pressure in Texas public high schools in the 1990s on postsecondary attainment and earnings, using administrative data from the Texas Schools Project (TSP).

If these schools were able to retain more of their high - quality teachers, perhaps through increased incentives to remain in the school, the performance gains associated with school accountability pressure could be greater than those already observed.

In this paper we examine how failing to make adequate yearly progress under No Child Left Behind (NCLB), and the accountability pressure that ensues, affects various non-achievement student behaviors.

Using administrative data from North Carolina and leveraging a discontinuity in the determination of school failure, we examine the causal impact of accountability pressure both on student behaviors that are incentivized by NCLB and on those that are not.

These findings support the view that accountability pressure induces schools to pursue actions that work to the disadvantage of children in the lower grades.

The distributional effects of accountability pressure depend on the type of pressure for which schools are held accountable and the tested subject.

Accountability pressure also has the unintended effect, however, of increasing the number of student misbehaviors such as suspensions, fights, and offenses reportable to law enforcement.

Teachers were more likely to leave schools facing increased accountability pressure; even more likely to leave schools shocked downward to a grade of «F»; and less likely to leave schools facing decreased accountability pressure.

Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.

How lowperforming schools respond to voucher and accountability pressure

«Specifically, when faced with increased accountability pressure, schools appear to focus on low - performing students, lengthen the amount of time devoted to instruction, adopt different ways of organizing the day and learning environment of the students and teachers, increase resources available to teachers, and decrease principal control,» the study said.

With teachers facing accountability pressure tied to their students» achievement, they may even be reluctant to leave their classrooms, fearing that any time away from students will decrease time on task and lower test scores.

The studies in this section suggest that instructional change in language arts does occur with reform, but that it is mediated by teachers» beliefs, knowledge, and their sense of accountability pressure.

How Low - Performing Schools Respond to Voucher and Accountability Pressure.

«We also find that «F» - graded schools engaged in systematically different changes in instructional policies and practices as a consequence of school accountability pressure, and that these policy changes may explain a significant share of the test score improvements (in some subject areas) associated with «F» - grade receipt.»

Lauen, Douglas L. - [email protected] — Accountability Pressure, Academic Standards, and Educational Triage Lee, Okhee - [email protected] — Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

More significant problems arise in schools of choice when, for example, school leaders hide open seats from certain types of students or manipulate their lotteries or waitlists — problems that are especially likely when schools manage their own enrollment processes amid significant accountability pressure.

They were more likely to finish high school, attend and graduate from a four - year college, and have higher earnings than their peers going to schools that didn't face accountability pressure.

Here's how Kristin Blagg of the Urban Institute puts it: «There is evidence that accountability pressure, particularly when schools or districts are on the margin of adequate yearly progress (AYP), is associated with neutral - to - positive achievement gains....

In the face of persistent accountability pressure, it is no longer accurate to assume that the interests of teachers and administrators are in opposition.

Our results suggest that Texas schools responded to accountability pressure by choosing the path of least resistance, which produced divergent outcomes.

Students in the 1996 cohort are likely quite similar to students in the class before them, except for the fact that they were subject to greater accountability pressure.

Our study overcomes the limits of short - term analysis by asking: when schools face accountability pressure, do their efforts to raise test scores generate improvements in higher education attainment, earnings, and other long - term outcomes?

Yet there are surprisingly few studies that make this link explicitly, and none that ask whether schools that respond to accountability pressure by increasing students» test scores also make those students more likely to attend and complete college, to earn more as adults, or to benefit in the long - run in other important ways.

In our study, controlling for the amount of math coursework reduces the effects of accountability pressure on bachelor's degree receipt and earnings at age 25 to nearly zero, and lowers the impact on four - year college attendance by about 50 percent.

Again we find no impact of accountability pressure on higher - achieving students.

Higher test scores in high school do not necessarily translate into greater postsecondary attainment and increased earnings in adulthood, yet our study demonstrates that, for many students, accountability pressure does seem to positively influence these long - range outcomes.

Why do some students benefit from accountability pressure while others suffer?

This suggests that additional math coursework may be a key mechanism for the long - term impacts of accountability pressure under the Texas policy.

With this in mind, we see the results of our study as representing the effect of group - based teacher merit pay for schools that are already under accountability pressure.

Accountability pressure could have caused students to learn more math through: 1) additional class time and resources devoted to math instruction and 2) changes in students» later course - taking patterns, sparked by improved on - time passage of the exit exam.

They also earn about 1 percent more at age 25 than those who were in cohorts whose schools were not facing as much accountability pressure.

By comparing grade cohorts who faced different degrees of accountability pressure, we can ascertain how much their level of risk affects not only 10th - grade exam scores but also how much schooling they completed and their earnings later in life.

Those positive outcomes are not observed, however, among students in schools facing a different kind of accountability pressure.

In this study, we present the first evidence of how accountability pressure on schools influences students» long - term outcomes.

There is also some evidence that the accountability pressures reduced feelings of cooperation among teachers.»

This suggests that more academically proficient teachers are not generally shying away from classrooms that face accountability pressures.

And such a response would acknowledge that, as in any industry, it takes time for organizations to respond to accountability pressures.

The combination of competitive pressures from below, and accountability pressures from above, will create a new political environment, one in which unions and civil servants have no real alternative but to accept reform instead of oppose it — out of sheer self - interest.

Accountability pressures on teachers, allied with concerns about inspection and the narrowing curriculum options with EBacc are fostering competitive classroom environments where teachers are feeling forced to teach to test and not to the benefit of learners or their community.

Given the accountability pressures in schools, we worry that this development could reduce the experience of practical work for students, particularly if the separate mark for this element is viewed as less important than the A-level grade, a real worry.

If there's one thing that's clear from 13 years of No Child Left Behind, it's that schools respond to external accountability pressures.

Particularly where there is more autonomy in local decision making, schools facing stronger accountability pressures do better on international math and science exams.

EW: What would you say to teachers who say accountability pressures leave them with little time to be creative?

(It bears noting that charter schools are not on this list — indeed, charter schools remain locked into existing accountability pressures and arguably these pressures are even more acute in some states where poor performance can lead authorizers to not renew a charter.)

This year's report also focuses on early - childhood education as its special theme, examining how new academic demands and accountability pressures are altering the learning environment for young children and the educators serving them.

A recent study by co-author Elacqua and his colleagues, for example, found that low - performing schools facing accountability pressures modified their teaching policies and practices in meaningful ways.

The district «s response to financial and accountability pressures, and weak support from the state, has been to become more entrepreneurial.

Do programs change their candidate selection and training processes because of new accountability pressures?

Reasons include evolving understanding of the principal's role as instructional leader, accountability pressures from states and the federal government, and worries about turnover and leadership shortages in high - needs schools.