Categories

Category: Reform: Accountability

  • A road map for mathematics achievement for all students: findings from the national mathematics panel

    1/1/09 - Brown, C.,

    The eminence, safety, and well-being of nations have been entwined for centuries with the ability of their people to deal with sophisticated quantitative ideas. Leading societies have commanded mathematical skills that have brought them advantages in medicine and health, in technology and commerce, in navigation and exploration, in defense and finance, and in the ability to understand past failures and to forecast future developments. History is full of examples. During most of the 20th...

  • Effective District Planning and the Required Local Educational Agency Plan (LEAP): Insights from Successful Districts

    1/1/12 - Crotti, P. Almanzan, H.M., Flynn, K., Haas, E. and Tucker, S.

    Improving student academic achievement is central to the work of school districts (Fullan, 2001; Marzano & Waters, 2009; Rorrer, Skrla, & Scheurich, 2008; Supovitz, 2006); yet many districts do not succeed at significantly improving the low performance of their students, and, in some instances, student achievement actually decreases (Fullan, 2001; Payne, 2008). What districts can and should do to improve student achievement appears to be neither obvious nor easy. District work on...

  • The Inclusion of Students with Disabilities in School Accountability Systems.

    1/1/12 - Harr-Robins, J., Song, M., Hurlburt, S., Pruce, C., Danielson, L., Garet, M., and Taylor, J. , U.S. Department of Education

    Executive Summary Study Background and Research Questions Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability of SWDs by requiring states to include these students in state and district assessments and to report their participation...

  • Vertical Alignment Ensuring Opportunity to Learn in a Standards-Based System

    1/1/09 - The Center for Comprehensive School Reform and Improvement

    In response to requirements in the No Child Left Behind Act logical, consistent order for teaching the standards- (NCLB), state policymakers have made concerted efforts to based content in a subject area from one grade level or align state standards with state accountability assessments. course to the next (Case & Zucker, 2005). When strongly aligned and articulated, state standards and assessments can provide a clear and coherent set of Curriculum alignment often has been cited as...

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