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ERIC Number: ED606415
Record Type: Non-Journal
Publication Date: 2020
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
The Historical Roots and Theory of Change of Modern School Accountability. Making Next Year Count: Summer 2020 Accountability Series
Spurrier, Alex; Aldeman, Chad; Schiess, Jennifer O'Neal; Rotherham, Andrew J.
Bellwether Education Partners
This brief is part of a four-part series examining the past, present, and future of modern school accountability systems. With the dual forces of the COVID-19 pandemic and the national call to action on racial inequity, the question of how we should measure and hold schools accountable for the impact they have on students is more urgent than ever. This brief examines how today's school accountability policies are supposed to work and how they have evolved over the course of several decades. The authors argue that the core objective of accountability--higher and more equitable outcomes for students--must remain at the center of policymakers' decisions, particularly as they navigate the uncertain landscape of schooling during a global pandemic.
Bellwether Education Partners. e-mail: contactus@bellwethereducation.org; Web site: http://bellwethereducation.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Michael & Susan Dell Foundation
Authoring Institution: Bellwether Education Partners
Identifiers - Location: Kentucky
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Kentucky Education Reform Act 1990; Goals 2000; Improving Americas Schools Act 1994; No Child Left Behind Act 2001; Race to the Top; Every Student Succeeds Act 2015