Educator and District Accountability

Resources and Links

Anderson, J. (2011, January 1). Accountability in Education. Retrieved November 17, 2014, from http://www.iaoed.org/files/Edpol1.pdf
This booklet provides a set of principles and strategies to consider in the development and implementation of results-based accountability systems. The booklet addresses technical and political issues as well as the ways in which educators, policymakers, and community members can use the information from accountability systems to improve results.

Beatty, A., & Koenig, J. (2012, January 1). Key National Education Indicators: Workshop Summary. The National Academies Press. Retrieved November 17, 2014, from http://www.nap.edu/catalog.php?record_id=13453
This report provides a summary of the workshop sponsored by the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. “Key National Education Indicators” is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was to take the first step by identifying all aspects of such areas as criteria for determining school and teacher accountability. The downloadable PDF of the report is available at no cost.

Jones, K. (1998, June 1). Teacher Accountability: High Resolution, Not High Stakes. Retrieved November 17, 2014, from http://www.nctm.org/resources/content.aspx?id=7814
Jones responds to the new rounds of high-stakes assessments with the following comment: “High-resolution accountability is a far cry from the new trend for high-stakes teacher accountability. It emphasizes information feedback and continuous improvement, not false and degrading ‘incentive’ systems. It takes time, leadership, attention to the many details of practice, and a culture of reflective practice. Let’s face it—there are no shortcuts to improving education.”

Ravitch, D. (2014, January 1). The Teacher Accountability Debate. Retrieved November 17, 2014, from http://bankstreet.edu/occasional-paper-series/27/part-i/teacher-accountability-debate/
Ravitch uncovers the fallacious reasoning behind the efforts of policy makers to use Value Added findings to end teacher tenure, fire teachers, end automatic raises for teachers that are based on either seniority or advanced education, and provide big bonuses to teachers whose students improve on state tests.

Rethinking Accountability to Support College and Career Readiness: Developing a New Paradigm. (2014, October 1). Retrieved November 17, 2014, from http://all4ed.org/articles/accountability-in-the-fifty-first-state-alliance-holds-major-event-focused-on-rethinking-accountability-to-support-college-and-career-readiness/
An event, featuring the release of two new reports that present a new model of accountability for an imaginary “fifty-first” state and focus on reforms and innovations that states and districts are already implementing around new accountability models, was hosted by the Alliance for Excellent Education to determine a broader vision of accountability. The vision includes ways to support higher and deeper levels of learning for all students as well as greater flexibility for schools and districts. Archived videos from the event and links to the two reports are available at http://all4ed.org/webinar-event/oct-16-2014briefing/.

Strauss, V., & Ravani, G. (2014, August 5). School reforms that actually work. Retrieved November 17, 2014, from http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/08/05/school-reforms-that-actually-work
The authors view common indicators from several research projects and identify some of the features that actually reform schools. The features include exemplary leadership; a common vision; willingness to innovate; ongoing and open communication; and drive and dedication.