ERIC Number: EJ722911
Record Type: Journal
Publication Date: 2005-Dec
Reference Count: 17
Commentary: Accountability Policy and Scholarly Research
Hess, Frederick M.
Educational Measurement: Issues and Practice, v24 n4 p53-57 Dec 2005
Since 2001, considerations of school reform have been dominated by performance-based accountability. No Child Left Behind (NCLB) has changed the way policymakers and educators talk about education, look at educational performance, and think about educational challenges. Nonetheless, NCLB and the state accountability systems it has spawned have been subjected to little careful scrutiny. This article discusses four recent research contributions and considers how they might inform policymaking on accountability. While scholarly scrutiny will not necessarily settle debates, it can help yield more constructive and informed decisions. In particular, research can clarify the actual consequences of policy decisions; highlight and refine approaches that may be more reliable, stable, and effective than those in use; flag the unanticipated or overlooked effects of design decisions; and ensure that both policymakers and the public are aware of the costs and benefits of accountability.
Descriptors: Federal Legislation, Accountability, Educational Policy, Educational Change, Educational Research, State Standards, Policy Formation
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001