ERIC Number: ED429336
Record Type: RIE
Publication Date: 1999-Jan
The New Accountability. CPRE Policy Brief.
Fuhrman, Susan H.
This policy brief reviews developments in standards-based reform and explores new ways for holding schools and districts accountable for discharging their missions. It draws on several Consortium for Policy Research in Education (CPRE) studies of accountability, many of which are still in progress. The report examines characteristics of new accountability systems and focuses on the following: performance, schools as the unit of improvement, continuous improvement strategies, inspections, more accountability categories, public reporting, and consequences attached to performance levels. It discusses issues in designing and implementing new accountability systems, asking such questions as "How is performance measured?" and "What is satisfactory progress?" The brief also describes ways in which to use fair measures in holding schools accountable, such as judging students' satisfactory progress rather than their absolute performance. It offers details on issues such as perverse incentives, complex indices of progress, what to do with students who fall in the middle of the distribution, states' capacity to remedy problems, stability and credibility of programs, public understanding, and student incentives. The report looks at ways in which new accountability systems work, and asserts that when such systems are well designed they can result in improved student achievement and more highly motivated teachers. (Contains 19 references.) (RJM)
Descriptors: Academic Standards, Accountability, Educational Administration, Educational Change, Elementary Secondary Education, Performance, Quality Control, School Effectiveness
CPRE Publications, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 (single copy, free); Web site: http://www.upenn.edu/gse/cpre/; e-mail: firstname.lastname@example.org
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.