Sentences with phrase «stakes accountability as»

First the standards, then the professional development, the textbooks, and then the tests, he said, noting that «no high - performing country» has the same kind of high - stakes accountability as the U.S. does.

Not exact matches

Commenting on the statement by the Secretary of State for Education setting out proposals to reform the system of primary assessment, Chris Keates, General Secretary of the NASUWT - The Teachers» Union, said: «It is important to recognise, and as the NASUWT has stated consistently, that many of the concerns expressed about statutory primary assessment are the direct result of their use in the current high stakes school accountability regime.

The Fordham Institute's new report, High Stakes for High Achievers: State Accountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveAccountability in the Age of ESSA, examines whether states» current or planned accountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serveaccountability systems for elementary and middle schools attend to the needs of high - achieving students, as well as how these systems might be redesigned under the Every Student Succeeds Act to better serve all students.

But nationally, there's a strong split between those who see their actions as an aberration and those who would convict right alongside them the accountability systems that have attached increasingly high stakes to standardized tests in recent decades.

As noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability systeAs noted above, one of the benefits of the analysis presented here is that it relies on student performance on NAEP, which should be relatively immune from such test - score «inflation» since it is not used as a high - stakes test under NCLB or any other accountability systeas a high - stakes test under NCLB or any other accountability system.

For the most part, he says, the past decade of research on the accountability movement in education has focused on two things: whether or not the tests increased academic achievement, and how high - stakes testing has led to certain behaviors such as teaching to the test or manipulating the data.

The release in January of the Teaching Commission's report, «Teaching at Risk: A Call to Action,» presents us with an opportunity to reconsider the importance of teacher quality as a critical variable in the current effort to implement standards - based reform and high - stakes accountability.

As we continue to study choice - based policies in K — 12 education, one challenge we must confront is the push - pull created by high - stakes accountability measures designed to assess schools, students, and educators, based solely on test scores — an area where choice proponents and opponents often find common ground.

Jennings also appears unaware that there are rigorous studies on the effects of NCLB and other high - stakes accountability systems, such as those by Thomas Dee and Brian Jacob (see «Evaluating NCLB,» research, Summer 2010) and those published by Stanford University researchers Eric Hanushek and Margaret Raymond in 2005, and Martin Carnoy and Susanna Loeb in 2002.

The reason is that authorizers use accountability plans to make high - stakes decisions — such as school corrective action, non-renewal, revocation, and closure — that directly impact the hundreds or thousands of families whose children are enrolled in charter schools.

In addition to providing concrete examples of how the educator preparation program at Tulane has evolved to meet the challenges that new, higher standards bring, they made a strong case for establishing a grace period during which results from the next - generation assessments slated to accompany the Common Core be used only as diagnostic tools, as they are being designed to be, and not for high stakes or accountability.

The assessments can be used as diagnostic tools the true purpose of such tools but not for high stakes or accountability.

Rincón - Gallardo points to reform efforts like high - stakes accountability and testing as examples of bad educational change...

De Blasio and his schools chancellor Carmen Farina (right) have weakened accountability frameworks as part of a plan to «lower the stakes on testing.»

Past federal policies, including No Child Left Behind and Race to the Top, pushed corporate - styled, top - down reforms such as high - stakes testing and draconian accountability schemes.

As the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwidAs the first large urban school district to introduce a comprehensive accountability system, Chicago provides an exceptional case study of the effects of high - stakes testing - a reform strategy that will become omnipresent as the No Child Left Behind Act is implemented nationwidas the No Child Left Behind Act is implemented nationwide.

States that are reluctant to implement a high - stakes high school graduation test might want to look at the old Regents end - of - course exam system as a possible model for a moderate - stakes student accountability system.

However, the problem with NCLB as it is currently enacted is not the accountability requirements but the measure used to assess accountability, high - stakes testing.

In several studies, Allington and McGill - Franzen (1992a, 1992b, McGill - Franzen & Allington, 1993) highlighted the changes in the incidence of retention, remediation, and identification of students as handicapped across a 10 - year period when New York State increased high - stakes assessment and accountability.

• Negative consequences are exacerbated when high - stakes such as school accountability or student graduation are solely based on the results of those tests.

• Exempts voucher schools from oversight such as: high stakes testing, school grades, teacher accountability, school accreditation, hiring certified teachers and following state curriculum standards

It should be noted, though, that we as a nation have been relying upon similar high - stakes educational policies since the late 1970s (i.e., for now over 35 years); however, we have literally no research evidence that these high - stakes accountability policies have yielded any of their intended effects, as still perpetually conceptualized (see, for example, Nevada's recent legislative ruling here) and as still advanced via large - and small - scale educational policies (e.g., we are still A Nation At Risk in terms of our global competitiveness).

But according to NEA, the reforms suggested by DFER (and many other groups) have «acquired a bit of a stench over the last few years, as the ideas with which it is most closely associated — high stakes accountability, vouchers, merit pay, charter schools, not to mention teacher bashing — have not worn well with much of the public.»

Rather, Sanders and his associates at SAS Institute Inc. greatly influenced our nation in terms of the last decade of our nation's educational policies, as largely bent on high - stakes teacher accountability for educational reform.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these skills and competencies — and if so, whether we should use those results to gauge school quality.

Yet, even as the United States begins implementing SEL across its educational system and shifting from high - stakes, strictly test - based accountability, SEL experts debate whether we can accurately measure and assess these competencies.

Kentucky thus became the first state to link high stakes to performance assessments as a means of school accountability.

For the past year in almost every available venue, opponents of high stakes standardized assessments of public school student achievement have been droning on about the perceived oppression of the Texas public school accountability system, which has been rated by national education organizations as having produced the best high school graduation standard in the country when fully implemented.

And incidentally, these results confirm the fact that accountability doesn't drive an increasing dropout rate, as is suggested by some who oppose high stakes accountability.

Beginning almost immediately, this accountability system, which had been rated by national organizations as the best in the country, came under relentless attack by a firestorm of misguided opposition to standardized and so - called «high stakes» testing that by the end of the legislative session in 2013 had virtually gutted the system.

Over the past three legislative sessions, the Texas public education accountability system, once rated by national organizations as the best in the country, has come under relentless attack by a firestorm of misguided opposition to standardized and so - called «high stakes» testing, so that by the end of the 2013 session, the system had essentially been gutted.

As is true elsewhere, New York City's education leadership is struggling to calibrate the right balance between pressuring schools to change in response to high - stakes accountability and supporting them to change by promoting networks, coaching, and collaboration to build a trust - based, professional culture.

Facing challenges to improve teaching and learning in the current context of high - stakes testing and accountability and as they contend with discrimination, inequities and injustices in the status quo, effective school leaders approach their work through a social justice lens.

She and others also talked about the larger cultural change in testing that's coming at the same time as other shifts in school funding and accountability, including a new high - stakes teacher evaluation system that will be in place next year.

As a nation, we remain highly focused on performance on current high - stakes accountability tests.

That said, we need extrapolate only a little to question the current direction, and underlying theory of action, beneath the continued press to tighten the screws on the package of high - stakes testing, school accountability, and educator performance evaluations tied to student achievement scores (which, as I noted in a previous Educational Leadership column, researchers caution is fraught with concerns of its own).

He seems to think that lowering expectations will be more «relevant» to our students, and he uses popular mythology in attempting to make his case, such as «high stakes accountability drives dropouts» and «teaching to the test is taking away from learning», neither of which has any foundation.

Raise questions or complications to the exercise of standards, high stakes accountability testing, and their utility as policy levers and the entire exercise gets a lot less laudatory.

In this era of high - stakes accountability, the pressure has never been greater for principals to excel also as instructional leaders.

The current wave of test - based «accountability» makes it seem as though all assessment could be reduced to «tough tests» attached to high stakes.

Yet so much of teachers» success under the guise of «accountability» will now be determined by SBAC test scores — or more commonly known in educational circles as «high - stakes testing» — which includes teacher performance evaluations as well as their salaries.

My friend Adam Emerson at the Fordham Foundation is championing the combination of high - stakes test - based accountability and parental school choice recently adopted by Louisiana, Indiana and Wisconsin, as «sunshine and school vouchers.»

High stakes accountability and incentive system failures, as well as blatant fraud, at Dun and Bradstreet, Qwest, the Heinz Company, and Sears auto repair shops, illustrate that such schemes inevitably bring unintended consequences.

Because high - stakes testing is so central to the entire apparatus of the corporate educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes Testing and Accountability in Public Scstakes testing is so central to the entire apparatus of the corporate educational reforms that are being forced upon us — and because of the overwhelming evidence of the invalidity and injustice of using the tests as they are presently being used — we are publishing Pencils Down: Rethinking High - Stakes Testing and Accountability in Public ScStakes Testing and Accountability in Public Schools.

While some states, districts, and schools implemented problematic test preparation practices as a result of high - stakes accountability environments, those «drill and kill» multiple choice worksheets do not need to be the only strategy for enhancing student achievement.

The tsunami of high - stakes testing and accountability has crashed on our educational shores with full force - threatening the foundations of teaching and learning, as well as the democratic aspirations of public education.

We hope the national spotlight on Chicago's schools refocuses the nation's attention on building connections between schools, parents and communities, backing research - based reforms and beginning the important pushback on damaging practices such as high - stakes testing, school closings, and flawed teacher accountability measures.

However, it will come as no surprise that despite growing nationwide resistance, the federal government has reaffirmed its commitment to annual high - stakes standardized testing and accountability measures, and to linking those scores to school funding.

While advocates of high - stakes testing and increased standardization often point to accountability measures as an effective response to the deficit model, we suggest precisely the reverse.