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ERIC Number: ED452635
Record Type: RIE
Publication Date: 1998-Apr
Pages: 20
Abstractor: N/A
Accountability Systems for Children between Birth and Age Eight. Technical Report #1.
McConnell, Scott; McEvoy, Mary; Carta, Judith J.; Greenwood, Charles R.; Kaminski, Ruth; Good, Roland H., III; Shinn, Mark
This technical report presents issues related to defining and applying accountability systems for young children, including those with disabilities. It notes that reaching shared perspectives on definitions of accountability systems and their constituents remains complicated by the number of levels to which such systems can apply (e.g., child-, family-, state-, or nation-focused) and multiple meanings stakeholders place on frequently used terms (e.g., "outcomes,""indicators," and "benchmarks"). The report addresses limitations imposed by four major issues: (1) the relative novelty of applying such systems to young children; (2) the emphasis on nomothetic and consensus-based approaches; (3) the still-growing state of knowledge on links between early functioning and later competency; and (4) the exclusion of children with disabilities. The report proposes a set of standards to guide development of accountability systems for young children focusing on children's growth and development, feasibility, application to multiple levels of analysis, and generation of important information to all stakeholders. These standards are the foundation of the Early Childhood Research Institute on Measuring Growth and Development, a 5-year collaborative project to create a comprehensive assessment system, aggregate individualized data to describe group-level outcomes, and generate interventions. (Contains 43 references.) (DB)
Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota, 202 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455. Tel: 612-624-8020; Fax: 612-625-2093; e-mail:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC. Early Education Program for Children with Disabilities.
Authoring Institution: Minnesota Univ., Minneapolis. Early Childhood Research Inst. on Measuring Growth and Development.
Grant or Contract Numbers: N/A
Note: With assistance from James Ysseldyke and Paula Goldberg. For related technical reports, see EC 308 393-398.