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ERIC Number: ED459159
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
School Accountability and Teacher Training. Briefing.
Izumi, Lance T.
This paper addresses problems in California's public education. The government has responded with various top-down programs. California and other states have crafted state academic-content standard and accountability programs. California has approved core academic-content standards that are rigorous and emphasize real knowledge and skills. However, there is the problem of local districts refusing to adhere to state standards. Both California and New York use testing and performance indexes to calculate school performance levels and improvement targets for low-performing schools. In California, improvement targets are set at such low levels that the worst schools may take 20 years to reach average performance levels. Under California's program, poorly performing teachers and administrators at failing schools cannot be fired. Though progressive concepts such as constructivism and discovery learning have been shown to be comparatively ineffective in raising student achievement, progressive student-centered methods are widely popular among educators (partly because university schools of education are committed to progressive methods). Solutions to this problem include: public reporting of student test scores by classroom; aligning teacher education courses with tough state academic standards; and teacher sanctions and rewards based on test scores. (SM)
Pacific Research Institute for Public Policy, 755 Sansome Street, Suite 450, San Francisco, CA 94111. Tel: 415-989-0833; Fax: 415-989-2411; e-mail: pripp@pacificresearch.org; Web site: http://www.pacificresearch.org.
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Pacific Research Inst. for Public Policy, San Francisco, CA.
Identifiers - Location: California