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ERIC Number: ED480401
Record Type: RIE
Publication Date: 2001-May
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment and Accountability across the 50 States. CPRE Policy Briefs.
Goertz, Margaret E.; Duffy, Mark C.
This policy brief summarizes a longer report about state assessment and accountability systems in all 50 states. It examines the extent to which state policies meet the intent of federal policy, particularly Title I programs. It asks, "How are states measuring student performance and reporting it to the general public?" and "How are states holding schools, school districts, and students accountable for student outcomes?" It reports that 48 states use a state assessment as their principal indicator of school performance but that the frequency of testing varies considerably. It looks at how students with special needs are assessed, how student performance levels are set, and how student performance is reported and disaggregated. It explains how schools and districts hold students accountable, how schools should set performance targets and goals, and how they should define progress and create consequences for performance. It states that, overall, state responses to calls for performance-based accountability have not been uniform. Although the systems have common elements, such as assessments, standards, and performance reporting, the states have found different ways to define what it means for schools to succeed, and they use varying indicators to define success. Information on assisting low-performing schools and aligning accountability systems with Title I are also discussed. (RJM)
Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr52.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.