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ERIC Number: ED435114
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Be Careful What You Ask for: The Impact of an Accountability System on Student Achievement, School Achievement and Teachers.
Holdzkom, David
This paper describes the development of teacher- accountability systems in North Carolina. It explains how state officials in the 1960s finally realized that the education of the citizenry was essential to the state's economic development. Initial efforts in school reform focused on the curriculum, but it soon become clear that simply writing new curriculum standards would have only minimal effects on what students actually learned. Attention then shifted to teachers, and it was decided that reform should be based on students' demonstrated knowledge. The report discusses the introduction of the end-of-grade (EOG) tests and the determination that students would be judged on a standard score that would determine the degree to which a school had met, failed to meet, or exceeded the expected growth for the students in that school. Schools were then assigned to four categories: meets expected growth, low-performing school, nonrecognition school, and meets exemplary growth. The article then explores the various problems this method engendered, such as concerns that the statistical complexity of the program was exacerbated by a lack of explanatory materials for the public and for teachers, and teachers' and schools' belief that truncating the curriculum was a reasonable strategy for meeting expectations. (Contains 15 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina