Sentences with phrase «standards based accountability»

The reality is that integration is a key improvement strategy for our nation's most at risk students, and national policy has largely abandoned it in favor of first the standards based accountability policies of the late 1980s and the 1990s and then the test and punish policies of the NCLB era.

Not exact matches

B Corps, as they are commonly known, are certified by B Lab, a U.S. - based not - for - profit organization, according to standards involving the environment, community, employees, governance and accountability.

In April 2013 New Mexico passed the Home Visiting Accountability Act, which creates a framework for standards - based home visiting, ensuring a level of quality and consistency in home visiting program...

This CRESST policy brief by Robert Linn discusses current advantages and disadvantages of standards - based accountability.

Test - based accountability is turning teachers against the Common Core (and presumably against other efforts to raise standards) at the same time as politics is turning the broader public against the Common Core in part by associating it with mindless standardized testing.

After many years of bipartisan support, key elements of the reform agenda — higher standards, better teachers, test - based accountability, parental choice — are starved for oxygen in both the Republican and Democratic party platforms.

While the word «accountability» never appears in Risk, its call for higher academic standards and its focus on student achievement as the main barometer of quality laid the intellectual groundwork for the rigorous curricula and tests envisioned by the promoters of standards - based -LSB-...]

Advocates of dispositions assessment claim that their methods are «standards - based» and provide «accountability» — scientific - sounding catchwords that hold considerable weight in the current political climate.

In choosing this year's «Better Balance,» for example, the editors signaled that something is awry in the existing balance between the «hard» elements of standards - based reform (namely the academic standards, assessments, and interventions that make up a state's accountability system) and such «soft» components as teacher training, instructional materials, and classroom environment.

Besides testing effective approaches to meeting student needs, this research helps keep pace with the standards - based accountability movement.

However, the implementation of NCLB has perverted standards - based accountability by narrowing the curriculum, limiting the ways in which student performance is assessed, and constraining pedagogy.

We believe in results - based, test - measured, standards - aligned accountability systems.

I mention it only to make the point that when I became deeply involved in implementing standards - based accountability in Virginia, I had no preordained agenda to fulfill other than to make Virginia's reform agenda, the Standards of Learning (better known as the S - O - Ls), work not only in theory but also in practice.

Hanushek writes that the NRC's average estimated impact of test - based accountability at 0.08 of standard deviations of student achievement «may well be too low.»

While government regulation must set basic standards for quality and accountability, we need other tools, such as market - and reputation - based accountability, to complement government regulation and provide incentives for schools to go further.

When examined in this light, the impacts of NCLB — which the NRC estimates at a 0.08 standard deviation improvement in average achievement nationwide — are far greater than suggested by the NRC committee, which concludes that test - based accountability under NCLB had minimal impact and probably should be abandoned.

About midway through my term as board president, when I was knee - deep in implementing Virginia's SOL program, I sat on a panel with an education official from another state who also supported standards - based accountability.

Together, they pushed an education reform agenda, No Child Left Behind (NCLB), that emphasized higher standards and more accountability, a results - based approach that parents liked.

That model, I think, is now well known across the state: standards - based curriculum, radically better assessments,... a fair but rigorous accountability system which, as you know, the Regents will soon put into regulations creating the framework of evaluation for principals and teachers.

«Standards in the United States have not been and will not be decoupled from testing, nor from the profit motive that's at least partly driving the creation of standards - based reform and test - based accountability,» says Buttimer.

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.

The state's landmark 1993 Education Reform Act introduced not only high academic standards, accountability, and enhanced school choice, but curriculum frameworks with a subject - by - subject outline of the material intended to form the basis of local curricula statewide.

But the report, based on a survey of states, indicates that states have been slower to embrace assessments, high school graduation requirements, and, most especially, «comprehensive» accountability systems to match the standards.

Accountability measures are based on the goal of having every student meet high standards.

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.

It explains reformers» enthusiasm for test - based accountability; for «college and career - ready standards»; for teacher evaluations based, in significant part, on student outcomes; for «data - based instruction»; and for much of the rest of the modern - day reform agenda.

ED's press release explains, «The administration's proposal for fixing NCLB calls for college and career - ready standards, more great teachers and principals, robust use of data and a more flexible and targeted accountability system based on measuring annual student growth.

Standards and Accountability: Utah is off to a good start in building a standards - based system, but there's room for growth.

For example, what if top - down accountability as defined and enforced by states and the federal government were limited to basic skills, something like the MCTs of the 1970s but based on clear, empirically validated standards about what students need to know and be able to do to hold down the types of jobs that do not require a college degree?

Yet a few years later, a standards - based accountability system became the core component of NCLB.

In this age of standards and accountability, the tool I rely on the most would be our web - based data warehouse, he told Education World.

One simple illustration is the absence, in many programs, of any substantive work on assessment and accountability and of helping administrators learn how, in Marc Tucker's words, to «recognize the elements of sound standards - based classroom organization and practice.»

If we're ever going to fully embrace personalized learning, we need to embrace competency - based assessment and an accountability regimen that enables all students to achieve high standards in the long run while giving them a viable path to get there from where they currently are.

JR: A better solution would be for states to develop a competency - based accountability structure that schools could opt in to, where they could track each student's success against each of the standards.

Consider Meredith Phillips and Jennifer Flashman's examination of standards - based reform in the 1990s, which finds evidence that testing and accountability can change teacher behavior in positive ways.

«The current reform movement is based on first - generation standards and first - generation assessments for accountability,» says Dede.

You will explore the elements of a standards - based reform framework: clear expectations for students; rigorous curricula aligned to standards; professional development that improves instructional quality; and assessment as a tool for feedback and accountability.

These represent only a fraction of the parents in high - income suburbs who believe that standards - based accountability will only lead to more state interference, which will push the teaching in their school to the lowest common statewide level.

By the early 1990s, attempts to improve public education had morphed into the standards - based education reform agenda, often called test - based accountability.

Since 2001 - 2002, standards - based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States.

This chapter traces the evolution of standards - based accountability over the past few decades — documenting policy trends, implementation, and impact.

Has the school resisted the current push to place standards - based accountability testing toward the center of teaching and learning and evaluation of its teachers?

In standards - based reform, much of the attention has been on states as the entities responsible for setting academic standards, developing testing systems to measure the standards, and then putting accountability systems in place based on those standards.

Foremost among these: on the whole, states do a bad job of setting (and maintaining) the standards that matter most — those that define student proficiency for purposes of NCLB and states» own results - based accountability systems.

And governor - turned - education reformer Jeb Bush wants the entire country to emulate Florida's model of charters, vouchers, standards, school - based accountability, better data, and a limited form of merit pay.

Schools seldom have coherent content standards, accountability systems based on assessments of student academic growth, or an ethic of making publicly available the performance data that do exist.

Sound implementation remains the first order of business, she said, not a violent, destructive shift to test - driven accountability based on the standards.

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

Almost every state is now instituting accountability systems to measure progress in standards - based reform, and almost every such system depends heavily on testing as an indicator of student or school performance.

This increasing diversity of the school - aged population has occurred within the context of the standards - based education movement and its accompanying high - stakes accountability testing.