Test Based Educational Accountability In The Era Of No Child Left Behind Cse Report 651 PDF Download

Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Test Based Educational Accountability In The Era Of No Child Left Behind Cse Report 651 PDF full book. Access full book title Test Based Educational Accountability In The Era Of No Child Left Behind Cse Report 651.

Test-Based Educational Accountability in the Era of No Child Left Behind. CSE Report 651

Test-Based Educational Accountability in the Era of No Child Left Behind. CSE Report 651
Author: Robert L. Linn
Publisher:
Total Pages: 26
Release: 2005
Genre:
ISBN:
GET BOOK

Download Test-Based Educational Accountability in the Era of No Child Left Behind. CSE Report 651 Book in PDF, ePub and Kindle

The ever-increasing reliance on student performance on tests as a way of holding schools and educators accountable is discussed. Comparisons are made between state accountability requirements and the accountability requirements of the No Child Left Behind (NCLB) Act of 2001. The resulting mixed messages being given by the two systems are discussed. Features of NCLB accountability and state accountability systems that contribute to the identification of a school as meeting goals according to NCLB but failing to do so according to the state accountability system, or vise versa, are discussed. These include the multiple hurdles of NCLB, the comparison of performance against a fixed target rather than changes in achievement, and the definition of performance goals. Some suggestions are provided for improving the NCLB accountability system.

Standards-Based Accountability Under No Child Left Behind

Standards-Based Accountability Under No Child Left Behind
Author: Laura S. Hamilton
Publisher: Rand Corporation
Total Pages: 303
Release: 2007-05-24
Genre: Social Science
ISBN: 083304270X
GET BOOK

Download Standards-Based Accountability Under No Child Left Behind Book in PDF, ePub and Kindle

Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

Making Sense of Test-Based Accountability in Education

Making Sense of Test-Based Accountability in Education
Author: Laura S. Hamilton
Publisher: Rand Corporation
Total Pages: 193
Release: 2002-07-31
Genre: Education
ISBN: 0833033980
GET BOOK

Download Making Sense of Test-Based Accountability in Education Book in PDF, ePub and Kindle

Test-based accountability systems that attach high stakes to standardized test results have raised a number of issues on educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? And what kinds of tradeoffs do these testing policies introduce? This book responds to the growing emphasis on high-stakes testing and offers recommendations for more-effective test-based accountability systems.

A Measure of Success

A Measure of Success
Author: Christine Espin
Publisher: U of Minnesota Press
Total Pages: 408
Release: 2012
Genre: Education
ISBN: 0816679703
GET BOOK

Download A Measure of Success Book in PDF, ePub and Kindle

Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrumental for researchers and practitioners in both general and special education, particularly those involved in the rapidly growing Response to Intervention (RTI) approach, an approach used to determine the performance and placement of students with learning difficulties. A Measure of Success presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond. Timely and unique, this volume will interest anyone in education who wants to harness the potential advantage of progress monitoring to improve outcomes for students. Contributors: Laurence Bergeron; Lionel A. Blatchley; Renee Bradley; Mary T. Brownell, U of Florida; Todd W. Busch, U of St. Thomas; Heather M. Campbell, St. Olaf College; Ann Casey; Theodore J. Christ, U of Minnesota; Kelli D. Cummings, U of Oregon; Eric Dion, U du Québec à Montréal; Isabelle Dubé, U du Québec à Montréal; Hank Fien, U of Oregon; Anne Foegen, Iowa State U; Douglas Fuchs, Vanderbilt U; Lynn S. Fuchs, Vanderbilt U; Gary Germann; Kim Gibbons; Roland H. Good III, U of Oregon; Anne W. Graves, San Diego State U; John L. Hosp, U of Iowa; Michelle K. Hosp; Joseph R. Jenkins, U of Washington; Ruth A. Kaminski; Panayiota Kendeou, Neapolis U Pafos, Cyprus; Dong-il Kim, Seoul National U, South Korea; Amanda Kloo, U of Pittsburgh; Danika Landry, U du Québec à Montréal; Erica Lembke, U of Missouri; Francis E. Lentz Jr., U of Cincinnati; Sylvia Linan-Thompson, U of Texas at Austin; Charles D. Machesky; Doug Marston; James L. McLeskey, U of Florida; Timothy C. Papadopoulos, U of Cyprus; Kelly A. Powell-Smith; Greg Roberts, U of Texas at Austin; Margaret J. Robinson; Steven L. Robinson, Minnesota State U, Mankato; Catherine Roux, U du Québec à Montréal; Barbara J. Scierka; Edward S. Shapiro, Lehigh U; Jongho Shin, Seoul National U, South Korea; Mark R. Shinn, National Louis U; James G. Shriner, U of Illinois, Urbana-Champaign; Paul T. Sindelar, U of Florida; Deborah L. Speece, U of Maryland; Pamela M. Stecker, Clemson U; Martha L. Thurlow, U of Minnesota; RenátaTichá, U of Minnesota; Gerald Tindal, U of Oregon; Paul van den Broek, Leiden U, the Netherlands; Sharon Vaughn, U of Texas at Austin; Dana L. Wagner, Augsburg College; Teri Wallace, Minnesota State U, Mankato; Jeanne Wanzek, Florida State U; Mary Jane White, U of Minnesota; Mitchell L. Yell, U of South Carolina; Naomi Zigmond, U of Pittsburgh.

A Historical Perspective on Validity

A Historical Perspective on Validity
Author: Edward Haertel
Publisher:
Total Pages: 40
Release: 2005
Genre:
ISBN:
GET BOOK

Download A Historical Perspective on Validity Book in PDF, ePub and Kindle

Using achievement tests to hold students and schools accountable seems an obvious idea. Students come to school to learn. Tests show which students, in which schools, are meeting learning standards and which are not. Those students and schools that are falling short should be held accountable. Of course, the rationales for accountability testing programs are much more complex than that, as are testing's effects, both intended and unintended. This chapter, describes various rationales for accountability testing programs over the past century. This history forms the backdrop for current test-driven reforms, including Public Law 107-110, the No Child Left Behind Act of 2001 (NCLB), which was signed into law in January 2002. The goals are first, to illustrate the diversity of mechanisms whereby testing may affect educational practice and learning outcomes; and second, to show that while many of the same ideas have recurred over time in different forms and guises, accountability testing has become more sophisticated. One constant in this changing picture has been the idea that education should produce measurable results. Again and again, policymakers have advanced accountability testing as a means for improving education, each generation responding to the failings of the previous. It remains to be seen how effective today's accountability testing will prove to be in supporting genuine, comprehensive educational reform.

No Child Left Behind?

No Child Left Behind?
Author: Paul E. Peterson
Publisher: Rowman & Littlefield
Total Pages: 352
Release: 2003-11-18
Genre: Education
ISBN: 081579620X
GET BOOK

Download No Child Left Behind? Book in PDF, ePub and Kindle

The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.

Working Smarter to Leave No Child Behind

Working Smarter to Leave No Child Behind
Author: Brian M. Stecher
Publisher: RAND Corporation
Total Pages: 66
Release: 2003
Genre: Education
ISBN:
GET BOOK

Download Working Smarter to Leave No Child Behind Book in PDF, ePub and Kindle

Accountability based on student test results is the heart of the No Child Left Behind Act, which assumes that schools can solve their problems if given proper incentives and technical assistance, and that parents should have educational alternatives if the schools fail to do so. This paper discusses evidence on accountability systems, describes the act's accountability model and its underlying assumptions, and offers educators specific recommendations for effective operation in an era of accountability.

Making Sense of Test-Based Accountability in Education

Making Sense of Test-Based Accountability in Education
Author:
Publisher:
Total Pages: 188
Release: 2002
Genre:
ISBN:
GET BOOK

Download Making Sense of Test-Based Accountability in Education Book in PDF, ePub and Kindle

This book was written in response to school policymaking's growing emphasis on testing. During the 1990s, a number of states implemented educational accountability systems that assigned consequences for students, teachers, or schools on the basis of student test scores. The 2001 reauthorization of the Elementary and Secondary Education Act (the "No Child Left Behind NCLB act of 2001") makes such test-based accountability a requirement for all 50 states. The goal of the law is ". . . to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments." The purpose of this book is to help educators and educational policymakers understand test-based accountability so they can use it effectively in the service of this goal. States have considerable flexibility in developing their accountability systems, so long as those systems have at their core an appropriate feedback mechanism. Data on student achievement are collected annually and compared with a specific target. Failure to attain the target leads to successively harsher sanctions for schools, including ultimately reconstitution; success leads to recognition and financial rewards. when combined with greater flexibility from federal regulations and parental options to obtain supplemental educational services or move students from less-successful schools, these test-based incentives are supposed to lead to improvement for all schools.

The Future of Test-Based Educational Accountability

The Future of Test-Based Educational Accountability
Author: Katherine Ryan
Publisher: Routledge
Total Pages: 331
Release: 2010-03-17
Genre: Education
ISBN: 1135590893
GET BOOK

Download The Future of Test-Based Educational Accountability Book in PDF, ePub and Kindle

First Published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.