Sentences with phrase «stakes accountability with»

There is a need to balance high - stakes accountability with ongoing support and feedback, focused on improvement.

Today's schools must serve an increasingly diverse student body in an era of high - stakes accountability with rigorous standards, utilizing technology that is expanding exponentially while preparing students to be ready for jobs that haven't been invented.

High - stakes accountability with annual tests that are not tied to course content (which reading tests are not) amounted to a tax on good things and a subsidy for bad practice: curriculum narrowing, test preparation, and more time spent on a «skills and strategies» approach to learning that doesn't serve children well.

Not exact matches

WASHINGTON — The Supreme Court opened its new term Monday with a high - stakes dispute between businesses and human rights groups over accountability for foreign atrocities.

Collaboration with parents is vital to improving struggling schools, promoting educational equity, addressing the over emphasis on high - stakes testing, and increasing charter school accountability.»

But support for standards and accountability systems should not be equated with support for high - stakes tests.

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.

Amrein and Berliner's basic strategy was to look at how each high - stakes state's scores changed with the introduction of accountability and to compare this with the national trend.

«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.

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.

This last item is the basic idea behind SLOs but done at the team level with low - stakes, school - based accountability.

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.

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

PARCC will also replace the one end - of - year high stakes accountability test with a series of assessments throughout the year that will be averaged into one score for accountability purposes, reducing the weight given to a single test administered on a single day, and providing valuable information to students and teachers throughout the year.

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.

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.

For example, today, we are transitioning out of the No Child Left Behind (NCLB) era of high - stakes accountability and saying hello again to continuous improvement — but with a twist.

But the accountability movement, with its focus on high - stakes tests, sidelined the growing emphasis on developing PLPs.

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

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.»

An Arizona teacher who teaches in a very urban, high - needs schools writes about the realities of teaching in her school, under the pressures that come along with high - stakes accountability and a teacher workforce working under an administration, both of which are operating in chaos.

Education policymakers have become preoccupied with preparing young people for the marketplace through high - stakes testing and accountability.

With the pendulum poised to shift away from a narrow focus on high - stakes accountability and rigid standards toward a more balanced «systems» approach to increasing student achievement, school leaders have an unprecedented opportunity to become what education theorist and author Michael Fullan terms «motion leaders.»

With high - stakes accountability and the ever - increasing demands placed on school leaders, the job of the principal has become more difficult than it's ever been.

With so much at stake, we can not afford to ignore the evidence that this race for accountability will require a dramatic investment of time and resources if it is going to be successful.

To give this reform «teeth,» high - stakes accountability for schools was connected to the state assessment, complete with rewards and sanctions for teachers.

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).

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.

Moreover, one might wonder whether the threat conditions we've created for many schools with high - stakes accountability are serving us well, or if it may be time to begin to reframe accountability in terms of a challenge condition that encourages educators to harness their collective ingenuity to create better learning environments for all students.

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.

«Attempting to equate test results in a high - stake accountability system with serious sanctions is a dubious idea at best.

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).

Because the very nature of the work was, in and of itself, a compelling performance challenge... one with such high stakes that mutual accountability was non-negotiable, every step was intentional, leaving nothing to chance.

Standardized tests with high stakes are bad for learning, studies show (Statesman, 3/10/2012) A National Academies of Science committee reviewed America's test - based accountability systems and concluded, «There are little to no positive effects of these systems overall on student learning and educational progress.»

Those of us who are involved with PreK - 12 education reform have been dealing with a major firestorm of pushback to the Texas public school accountability system and its high stakes standardized assessments that were adopted in 2009.

And most importantly, students with Individual Education Plans (IEPs) will be using Read & Write for high - stakes testing when Kentucky goes online with our state accountability test!»

Unfortunately, any attempt to drive education improvement with high - stakes testing and accountability may have a fundamental flaw.

Replace the current national accountability scheme based on high stakes tests with state - led accountability systems, returning responsibility for measuring student and school performance to states and school districts.

«But I'm just not sure that these measures are fine tuned enough to make high stakes accountability decisions with.»

At the same time, the law's aspiration morphed into a high - stakes target for accountability — not for the politicians, with their unachievable demands, but for school officials who were given an impossible burden of meeting annual testing goals.

In the era of high - stakes national, state and local accountability, and with the advent of common core standards and NCLB, teachers across the nation face the daunting task of ensuring mastery of increasingly rigorous learning standards in increasingly diverse classrooms.

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 all its good intentions, NCLB will be remembered for ushering in an unprecedented era of high - stakes testing — and for saddling public education with a federal mandate on school accountability that had all the subtlety of a sledgehammer.

Yet, we march on in the high stakes test - based accountability era with the high probability that posterity will ask an indicting question of how a generation of educators could commit such offenses when they knew better.

One vision is that afterschool and summer learning programs should be aligned with current education reform efforts — high - stakes testing, narrow accountability, and the Common Core State Standards that are directed at just two subjects.

«Educators, parents, students, and policymakers are voicing growing frustration with the current models of high - stakes assessments used across the United States, which rely too heavily on low - level end - of - year tests,» said Bryan Goodwin, president and CEO of McREL International, and co-author of the new white paper, Re-Balancing Assessment: Placing Formative and Performance Assessment at the Heart of Learning and Accountability.

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.

The punitive aspect is typically associated with high - stakes accountability that, in the past, often came without support for improvement.