Sentences with phrase «stakes accountability in»

That's exactly what a study of high - stakes accountability in an urban district found.

After more than a decade of test - driven, high - stakes accountability in the No Child Left Behind era, many educators and policymakers in the United States are looking to move toward a more thoughtful approach.

His most recent publications include «African - American Parents» Orientations Towards Schools» (with K.Williams Gomez) in Education and Urban Society and «High - Stakes Accountability in Urban Elementary Schools» (with J. Spillane) in Teachers College Record.

His most recent publications include «African - American Parents» Orientations towards Schools» (with K. Williams Gomez; in press) in Education and Urban Society; «High - Stakes Accountability in Urban Elemenatary Schools» (with J. Spillane; in press) in Teachers College Record; «Teachers» Expectations and Sense of Responsibility for Student Learning» (with A. Randolph and J. Spillane; in press) in Anthropology and Education Quarterly; and «Towards a Theory of School Leadership» (with J. Spillane and R. Halverson; in press) in Journal of Curriculum Studies.

Not exact matches

It's very controversial in many states, especially when it's used in high stakes accountability measures.

The high - stakes inspection and accountability regime has created a climate of fear in too many schools and is driving up stress levels and ill health among teachers, the Annual Conference of the NASUWT has heard.

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.

In 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement college preparatioIn 2013, Deming was named a William T. Grant Scholar for his project, The Long - Run Influence of School Accountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegAccountability: Impacts, Mechanisms and Policy Implications, which explores the impact of test - based school accountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability on post-secondary attainment and earnings, how high - stakes accountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability impacts outcomes, and how test - based accountability in high school can complement collegaccountability in high school can complement college preparatioin high school can complement college preparation.

Mindful of both the challenges the country faces and the new opportunity that state leaders have to set matters right, the analysis in High Stakes for High Achievers: State Accountability in the Age of ESSA does two things.

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.

That goal is a forgone conclusion — a no - brainer — in these days of high - stakes testing and accountability.

I am a principal in Texas of one of the first grade 3 - 6 TEA approved Public school Virtual Academy - I would like some pointers when discussing accountability with potential parents who are opposed to high stakes testing and love our school this year but would rather their child not participate in the STAAR testing required by TEA.

In a time where high - stakes testing and accountability overwhelm new and veteran teachers alike, I want to empower teachers to feel confident in their abilitieIn a time where high - stakes testing and accountability overwhelm new and veteran teachers alike, I want to empower teachers to feel confident in their abilitiein their abilities.

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.

Scores on high - stakes tests rose rapidly in states that were early adopters of school accountability, and Texas was no exception.

In a 2009 study, the Center for Public Education released Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability, a national research report indicating that «most professional development today is ineffective.&raquIn a 2009 study, the Center for Public Education released Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability, a national research report indicating that «most professional development today is ineffective.&raquin an Era of High Stakes Accountability, a national research report indicating that «most professional development today is ineffective.»

It is difficult for groups sometimes when you're assessing people who work together, who are part of the same profession, who are in very testing occupations where the accountability thing is really high stakes, it's difficult sometimes to shine the light that needs to be shone.»

When the MEAP high - school exam was a no - stakes test, students had no reason to try their best on the primary indicator of performance in the state's high - school accountability system.

In the meantime, policymakers should resist proposals to incorporate survey - based measures of non-cognitive skills into high - stakes accountability systems.

Dan Koretz, Reporters Roundtable on High Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&Stakes Testing Bloomberg, 4/26/13 «Dan Koretz, professor and director of the Education Accountability Project at Harvard University, John Merrow, PBS education correspondent, Kevin Riley, Atlanta Journal Constitution editor in chief, and Greg Toppo, USA Today national K - 12 education reporter, discuss the effects and increased pressure of high stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.&stakes testing on education, test tampering indictments of 35 educators in Atlanta and renewed discussion about standardized test score irregularities in the District of Columbia.»

To evaluate the claim that No Child Left Behind and other test - based accountability policies are making teaching less attractive to academically talented individuals, the researchers compare the SAT scores of new teachers entering classrooms that typically face accountability - based test achievement pressures (grade 4 — 8 reading and math) and classrooms in those grades that do not involve high - stakes testing.

He is currently directing studies that will explore new methods for evaluating gains in scores on high - stakes tests and evaluate the use of value - added models in educational accountability systems.

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.

It means giving teachers and students a focus to their school mission and a personal stake in the school, and creating a system that ensures accountability for results.

Test - based accountability proponents can point to research by Raj Chetty and colleagues that shows a connection between improvements in test scores and improved outcomes in adulthood, but their work examines testing from the 1980s, prior to the high - stakes era, and therefore does not capture how the threat of consequences might distort the relationship between test - score changes and later life outcomes.

The other five «decreasing» states all experienced greater gains than no - accountability states during the time that they introduced high - stakes testing; New York even beat the national average gain in every time period.

In a purely hypothetical example, say six of the high - stakes states gained 20 percent, while the other 20 gained 2 percent each and the no - accountability states made no gains whatsoever — yielding a national average gain of 3 percent.

If it can not be proved that those gains are due to improved school accountability, it is heartening to know that Margaret Raymond and Eric Hanushek found, in more precise estimates of accountability impacts, somewhat larger gains on the NAEP in those states that were the first to put accountability systems into place (see «High - Stakes Research,» features, Summer 2003).

In this forum, Joshua Starr, superintendent of schools in high - performing Montgomery County, Maryland, makes the case for a three - year hiatus from high - stakes accountability testing while new standards and tests are implementeIn this forum, Joshua Starr, superintendent of schools in high - performing Montgomery County, Maryland, makes the case for a three - year hiatus from high - stakes accountability testing while new standards and tests are implementein high - performing Montgomery County, Maryland, makes the case for a three - year hiatus from high - stakes accountability testing while new standards and tests are implemented.

Moreover, states differ in many ways other than their accountability provisions — ways that can make it difficult to isolate the impact of high - stakes testing.

«The Accountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlAccountability Plateau,» by Mark Schneider, just published by Education Next and the Fordham Institute, makes a big point: that «consequential accountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middlaccountability,» à la No Child Left Behind and the high - stakes state testing systems that preceded it, corresponded with a significant one - time boost in student achievement, particularly in primary and middle school math.

In today's environment of high - stakes accountability and limited resources, urban educators must be able to address urgent challenges on multiple fronts.

In the push for accountability through high - stakes tests, many policymakers are inadvertently undermining high - quality teaching and learning.

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.

Further, little is being done to ensure that the tests being devised for the new Common Core State Standards do not introduce a break in the continuous stream of accountability information essential for the evaluation of school and teacher performance (see this issue's forum, «Examining High - Stakes Testing»).

Massachusetts» largest teachers» union, in a highly unusual move, has launched a biting, $ 600,000 advertising campaign that attacks the state's high - stakes accountability tests.

On top of the daily challenges of education, which include standards - based reform, pressing state and federal mandates, and high stakes accountability, the Meridian educators were facing a year of unfamiliarity in leadership considering a newly - hired superintendent and an administration that is approximately one - third new.

«Today, curiosity, creativity, and ultimately genuine learning are at risk anywhere high - stakes testing, Big Data, and punitive accountability are the dominant drivers of what teachers and students do in schools.

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.

It struck me that no one in attendance had much thought about how this kind of design would compromise current efforts to use assessment results for accountability or teacher evaluation, or about how this would sow legitimate doubts among teachers and parents regarding fairness in a high - stakes environment.

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.

By giving students a greater and more immediate stake in their schoolwork and their learning, such student - accountability policies could bridge the gap between effort and reward.

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.

We both worked in public schools at the time and found ourselves living out the advent of the movement for high - stakes accountability.

Much of what is wrong with test - based accountability is explored in articles found under The Case Against High - Stakes Testing

I am not suggesting that the Hitt and Trivitt measure can be used in an accountability system, since it is certain not to work once high stakes are attached.

High Stakes Choice: Achievement and Accountability in the Nation's Oldest Urban Voucher Program

He was lead author on a study of the implications of behavioral science research for accountability in schools, describing the ways that accountability can be broadened beyond high - stakes testing to incorporate professional accountability systems that simultaneously incentivize and support improvement in teaching.

My own research has suggested the potential importance of reference bias due to differences in school climate, leading me to caution in this series against proposals to incorporate survey - based measures of non-cognitive skills into high - stakes accountability systems.