Sentences with phrase «stakes accountability policies»

The unintended consequences of high - stakes accountability policies are well documented.

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).

Not exact matches

Why should our leaders be exempt from real - time accountability when so much more is at stake - big decisions about public policy, the use of your money, the course of our future?

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 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 preparation.

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.

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.

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.

Brian Gill studies K — 12 education policy, including charter schools, educator effectiveness, and the implementation and impacts of high - stakes testing and other accountability regimes.

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.

The main topics covered were: 1) the respondent «s perceptions of the major state - level policy initiatives of importance over the last few years (allowing the respondent to determine the starting year / policy); 2) specific policy initiatives in two arenas: accountability and promoting school leadership; 3) a discussion of the policy initiators and actors, and their stakes and stands on major policy initiatives; and 4) their comments about the way in which groups and individuals work together or separately to exercise influence over educational policy.

In addition, abundant research has been conducted to examine the impact that movements toward standardization, accountability, and high - stakes assessment systems have had on teachers» practices, beliefs, attitudes, and overall effectiveness (e.g., Hamilton & Stecher, 2004; National Board on Educational Testing and Public Policy, 2003; Parke, Lane, & Stone, 2006).

With TCSA's Model Policies you can protect and simplify your open - enrollment charter school operations in this time of high - stakes accountability.

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.

Obama's «Race to the Top» policy — the brainchild of Secretary of Education Arne Duncan, the former «CEO» of Chicago Public Schools — further codifies high - stakes testing by allocating scarce federal resources to those states most aggressively implementing these so - called accountability measures.

Test - based accountability policies have also led educators to focus on students who have a reasonable chance, with additional support, of passing high - stakes tests, to the detriment of those students at the greatest risk of dropping out (Booher - Jennings 2005).

Since little has been done concurrent with high stakes accountability to actually support and improve schools with resources and innovative services, the result has been a policy environment where the tests have consumed more and more of the curriculum.

If we let current policies answer this question for us, we're back to test scores; after all, nothing else matters in an era of high - stakes accountability.

Dr. Brian Gill Dr. Brian Gill studies K — 12 education policy, including charter schools, measurements of teacher, principal, and school effectiveness, and the implementation and impacts of high - stakes testing and other accountability regimes.

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.

Perhaps most offensive of all, we equate the need for high stakes testing, and command - and - control policies, with the obligation to ensure the protection of the civil rights for our most at - risk children without any conversation about the funding, or even more necessary, accountability for those holding others accountable.

For example, the law eliminated an accountability system that punished schools which failed to increase the percentages of students proficient in math and reading each year — a policy largely blamed for creating the high - stakes culture of over-testing.

Shepard (1991) pointed out that teachers have little control over the policies proscribing accountability through «high - stakes» tests.

This is a must read for all of you following the current policy trends not only surrounding teacher - level accountability, but also high - stakes testing in general.