ERIC Number: ED361847
Record Type: Non-Journal
Publication Date: 1991-Oct
Reference Count: N/A
Fact and Fancy of Wisconsin's Accountability Reporting Standard: A Comparison of Two Suburban Districts.
Derlin, Roberta L.
Schools have traditionally been accountable for management of educational programs, while students were held responsible for academic achievement and personal success. Recent reform and restructuring efforts have increased the responsibility of schools for student outcomes. Wisconsin has shifted responsibility for student outcomes to the individual schools. This accountability standard assumes that school performance can be judged by student performance. It was thought that public access to student outcome information would foster school improvement. Two school districts thought to be in full compliance with the accountability standards were studied. The study sought to identify management strategies and conditions that facilitated successful implementation of the performance-disclosure report. Also, districts were evaluated to determine if they were in active or passive compliance and if the goals and objectives published in the reports were reflected in school-site programming. The study found that the accountability standards overall create minimal expectations for districts, and the accountability reporting had only limited influence on education practices. The findings do not support suggestions by policy makers that there are links between accountability reporting and school improvement and responsiveness. Attachments include descriptions of the districts examined and goals and objectives. (Contains 16 references.) (JPT)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin