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"Educational accountability"
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High-stakes reform
Performance accountability has been the dominant trend in education policy reform since the 1970s. State and federal policies set standards for what students should learn; require students to take \"high-stakes\" tests to measure what they have learned; and then hold students, schools, and school districts accountable for their performance. The goal of these policies is to push public school districts to ensure that all students reach a common threshold of knowledge and skills.High-Stakes Reformanalyzes the political processes and historical context that led to the enactment of state-level education accountability policies across the country. It also situates the education accountability movement in the broader context of public administration research, emphasizing the relationships among equity, accountability, and intergovernmental relations. The book then focuses on three in-depth case studies of policy development in Massachusetts, New Jersey, and Connecticut. Kathryn McDermott zeroes in on the most controversial and politically charged forms of state performance accountability sanctions, including graduation tests, direct state intervention in or closing of schools, and state takeovers of school districts. Public debate casts performance accountability as either a cure for the problems of US public education or a destructive mistake. Kathryn McDermott expertly navigates both sides of the debate detailing why particular policies became popular, how the assumptions behind the policies influenced the forms they took, and what practitioners and scholars can learn from the successes and failures of education accountability policies.
eBook
Education, Professionalism, and the Quest for Accountability
This book focuses on education and its relation to professional accountability as viewed from two different, but not unrelated, perspectives. First, the book is about the work of professionals in schools and colleges (teachers, head teachers, leaders, principals, directors and educational managers, etc.) and the detrimental effects which our present system of accountability – and the managerialism which this system creates – have had on education, its practice, its organization, its conduct and its content. It is also about the professional education (the occupational/professional formation and development) of practitioners in communities other than educational ones and how they, too, contend with the effects of this system on their practices.
These different perspectives represent two sides of the same problem: that whatever one’s métier – whether a teacher, nurse, social worker, community officer, librarian, civil servant, etc – all who now work in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a \"performance\" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures, guidelines and advice into inflexible and obligatory compliance. A careful scrutiny of the underlying rationale of this \"managerial\" model shows how and why it may be expected, paradoxically, to make practices less accountable – and, in the case of education, less educative.
Dr. Jane Green is a freelance consultant and tutor, designing and running ethics courses. Further information can be found at www.ethics-courses.com.
Entry
\"... there is much to enjoy in this extended essay that is of relevance beyond the world of education. Defending the priority of seasoned judgement against a world of auditing and targets may also prove to be an argument whose time has come and may find surprisingly fertile ground in the new politics of austerity sweeping through Western Europe.\" - Michael Power, Department of Accounting, London School of Economics and Political Science, British Journal of Sociology of Education, Vol. 33, No. 4, July 2012, 621 - 628.
\"Jane Green’s book is an important addition to the literature on professionalism. It aims and lands some well-directed (and much deserved) volleys on the target of the new public management. It is scrupulously written, attendant to the contemporary literature, and sustains a progressive narrative throughout. It is to be hoped that Jane Green will build on this text and renew her explorations here, and attempt to fill out and develop a conception of professionalism for the current age\". - Ron Barnett, Department of Lifelong and Comparative Education, University of London, Journal of Philosophy of Education, Vol. 48, No. 3, 2014.
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Solving the achievement gap : overcoming the structure of school inequality
\"This book examines the cause of the student achievement gap, suggesting that the prevailing emphasis on socioeconomic factors, sociocultural influences, and teacher quality is misplaced. The cause of the achievement gap is not differences in parenting styles, or the economic advantages of middle-class parents, or differences in the quality of teachers. Instead, schools present learning tasks and award grades in ways that inadvertently undermine the self-efficacy, engagement, and effort of low-performing students, causing demoralization and exacerbating differences in achievement that are seen to exist as early as kindergarten. This process systematically maintains and widens initial gaps in achievement that might otherwise be expected to disappear over the K-12 years. Misdiagnosis of the nature of the achievement gap has led to misguided solutions. The author draws upon a range of research studies to support this view and to offer recommendations for improvement.\" -- Publisher's description
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Incentives and test-based accountability in education
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement.The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in.
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Teaching By Numbers
Over the last decade the transformation in the field of education that is occurring under the twin banners of \"standards\" and \"accountability\" has materially affected every aspect of schooling, teaching, and teacher education in the United States. Teaching By Numbers , offers interdisciplinary ways to understand the educational reforms underway in urban education, teaching, and teacher education, and their impact on what it means to teach. Peter Taubman maps the totality of the transformation and takes into account the constellation of forces shaping it. Going further, he proposes an alternative vision of teacher education and argues why such a program would better address the concerns of well-intentioned educators who have surrendered to various reforms efforts. Illuminating and timely, this volume is essential reading for researchers, students, and professionals across the fields of urban education, curriculum theory, social foundations, educational policy, and teacher education.
Preface
Acknowledgements
1. Introduction
2. The Current State of Affairs
3. Tests
4. The Language of Educational Policy
5. Audit Culture: Standards and the Practices of Accountability
6. The Seduction of a Profession
7. Intellectual Capital: How the Learning Sciences Led Education Astray
Conclusion Bibliography Index
\"...I wholly appreciate Taubman's efforts to critique the climate of blame and defamation in defense of teachers. Peter Taubman is fervent in his language, thorough in his literature review, and provocative in his arguments.\"-- Education Review , April 2010
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Peter Taubman is Associate Professor of Education in the School of Education at Brooklyn College, where he teaches graduate courses in education and English.
eBook
School admissions and accountability : planning, choice or chance?
Questions about school admissions are a perennial source of tension and debate, and indeed often reveal a burning sense of injustice. This book review school admission policies and practices in relation to fundamental constitutional and democratic expectations, including expectations relating to equality and equity.
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Congress and the classroom
Few pieces of legislation in recent years have caused as much public controversy as the No Child Left Behind Act of 2001. This book analyzes the passage of this law, compares it to other federal education policies of the last fifty years, and shows that No Child Left Behind is an indicator of how and why conservative and liberal ideologies are gradually transforming. This is a fascinating story about the changing direction of politics today, and it will intrigue anyone interested in the history and politics of education reform.
The No Child Left Behind Act, proposed by conservative politicians, was approved by Congress in order to make states more accountable for their education systems and to hold all children to high academic standards. Until quite recently, conservative politicians were protesting federal involvement in schools. Today we find quite the opposite. Starting with the National Defense Education Act of 1958, Anderson weaves a detailed story of political evolution that is engaging, informative, and timely.
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