共查询到20条相似文献，搜索用时 46 毫秒
1.
Robert L. Linn 《Educational Assessment, Evaluation and Accountability》2006,19(1-2):5-15
Many states have adopted test-based accountability systems before the No Child Left Behind (NCLB) Act of 2001 became law. NCLB has added a new dimension to test-based educational accountability systems. Features of state and NCLB accountability are discussed with an emphasis on questions of the validity of inferences that are made about school quality. It is concluded that none of the current approaches toe test-based accountability support causal inferences about school quality. It is also shown that tracking progress toward the important goal of closing gaps in achievement requires more than just monitoring changes in the percentages of students who are proficient. 相似文献
2.
This article examines the connections between No Child Left Behind (NCLB) and the Effective Schools Research Movement. Using historical methodology, the authors argue that although both were premised on building capacity, over time the reform that became NCLB evolved to focus on accountability. This shift disconnected the reform from its research base, resulting in its failure to bring about equity. To save NCLB, policymakers and scholars should reconnect reform efforts with research and adopt policies that favor inspection. 相似文献
3.
Cawthon SW 《American annals of the deaf》2011,156(4):424-430
The No Child Left Behind Act of 2001 (NCLB) has had a monumental impact over the past decade on how educational reform is viewed in the United States. As a result of how the law is structured, schools for students who are deaf or hard of hearing have been the focus of attention for educational reform under NCLB. While there have been some shifts in policy, reauthorization of NCLB will need to respond to some of the larger calls for changes to the law. The author discusses some key issues related to assessment and accountability that are central to how the reauthorization of NCLB affects the education of deaf and hard of hearing students. 相似文献
4.
Lorna Jimerson 《Equity & Excellence in Education》2013,46(3):211-219
No Child Left Behind (NCLB) has been proclaimed by some as a reform that will improve education for students from all backgrounds, in all locations. The main components of NCLB, however, are biased against students in small and rural schools. This bias, called “placism,” discriminates against people based on where they live. This rural incompatibility is evident in NCLB's accountability provisions, sanctions, and highly qualified teacher provisions. Problems in these areas are the result of ignoring, or distorting, the realities of rural schooling. The accountability provisions are constructed so that small schools will frequently be incorrectly labeled as failing. The sanctions, inappropriate for rural areas, fail to provide solutions to existing rural challenges. The “highly qualified” teacher provisions make it more difficult, not easier, for rural districts to attract and retain competent teachers. Unless these injustices are corrected, NCLB will serve to decrease educational quality for rural students. 相似文献
5.
论NCLB法案以来美国教育行政管理体制的改革趋势 总被引：1，自引：0，他引：1
随着对教育公平和教育质量的诉求不断深入,美国传统的基础教育管理体制近年来也不断重构,以适应教育改革的需要。如今,联邦已通过推进问责和评价机制以及增加教育拨款,主导了教育改革的方向与进程;各州通过建立和推行州内的问责体制、学术标准和评价体系,其教育决策权和管理权得到了极大扩张;学校获得了更多的灵活性和自主权来优化课程与教学;而学区却向辅助性、支援性的角色蜕变。由NCLB法案确立并广泛施行的问责和评价机制,是导致上述体制变革的直接原因。 相似文献
6.
《Journal of Education for Students Placed at Risk》2013,18(3-4):353-366
No Child Left Behind (NCLB) accountability mechanisms have the potential to derail comprehensive school reform (CSR) implementation. For those pursuing CSR, the question is how to reconcile the implementation of NCLB accountability mandates with ongoing CSR efforts. Drawing from longitudinal data from a national study of CSR, this article explores this question. Survey data indicate that schools identified for improvement are no more likely to drop their models than are other CSR schools. Moreover, it appears that when CSR schools are identified for improvement, this identification stimulates a higher rate of model implementation than in schools that are not identified under NCLB. Case study interview data revealed that a district variation in stakeholders' awareness and perceptions of NCLB and the interactions of NCLB accountability mechanisms and CSR sustainability. 相似文献
7.
George Willard Frasier 《Peabody Journal of Education》2013,88(4):153-156
This article examines the educational conditions and resources, institutional characteristics, and political factors that contribute to shaping states' educational accountability policies. The policies addressed are identification of underperforming schools, state takeover or reconstitution of failing schools, and state power to replace principals and teachers in underperforming schools. The article addresses accountability for schools and educators, rather than high-stakes tests for students, because of the emphases of the federal No Child Left Behind Act (NCLB). Based on correlations and cross-sectional, logistic regression, the most important predictors of states' accountability policies appear to be National Assessment of Educational Progress NAEP performance, state education agency staff resources, and Democratic party identification. However, the impact of Democratic party identification is reduced when the southern states are excluded. The article concludes with a discussion of directions for further quantitative and qualitative research, as well as predictions of how NCLB is likely to affect states' accountability policies. 相似文献
8.
Since the 2001–02 school year, the accountability provisions of the No Child Left Behind Act (NCLB) have shaped much of the work of public school teachers and administrators in the United States. NCLB explicitly prohibits schools from excluding students with disabilities from the accountability system and requires not only participation of all students in statewide accountability assessments but also reporting of the results for students with disabilities along with other students and as a disaggregated group. From the beginning of these requirements, lawmakers recognized that there would be a small group of students with disabilities for whom the regular assessment, even with accommodations, would not be appropriate and they authorized states to develop an alternate assessment based on alternate achievement standards (AA-AAS) for this group of students. More recently, responding to pressures from the field, additional flexibility has been granted to develop an additional alternate assessment based on modified grade-level achievement standards (AA-MAS) for students with disabilities who present with persistent academic difficulties. It is expected that approximately 2% of the total student population might be included in this new alternate assessment. This article examines the decisions that need to be made by individual states to determine the target population for this new alternate assessment and the policy implications of these decisions. 相似文献
9.
Evaluating the multiple characteristics of alignment has taken a prominent role in educational assessment and accountability systems given its attention in the No Child Left Behind legislation (NCLB). Leading to this rise in popularity, alignment methodologies that examined relationships among curriculum, academic content standards, instruction, and assessments were proposed as strategies to evaluate evidence of the intended uses and interpretations of test scores. In this article, we propose a framework for evaluating alignment studies based on similar concepts that have been recommended for standard setting (Kane). This framework provides guidance to practitioners about how to identify sources of validity evidence for an alignment study and make judgments about the strength of the evidence that may impact the interpretation of the results. 相似文献
10.
Brenda L. Killingsworth Mahmud A. Mansaray Len Rhodes 《Perspectives: Policy and Practice in Higher Education》2018,22(4):124-133
Graduation efficiency is of top concern for institutions of higher education throughout the world. Increasingly, accountability metrics have come under scrutiny as policymakers seek to ensure public resources are efficiently used. Traditionally, higher education policymakers in the USA and Europe have used graduation rate as an accountability measure to assess a university’s efficient use of resources. This time-to-degree method, however, does not take into account the shift in student demographics from a traditional full-time student to the diverse group of students pursuing higher education through varied paths, including balancing work with reduced course loads, studying abroad, completing internships, among others. These changes suggest additional accountability measures are needed to accurately capture student progress as it relates to resource utilisation. This research adapts the Graduation Efficiency Index proposed by Gillmore and Hoffman (1997) to a cohort-based model to allow for evaluating retention policies implemented by cohorts to improve student progress. 相似文献
11.
Cawthon SW 《American annals of the deaf》2004,149(4):314-323
The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed. 相似文献
12.
Is it possible and desirable to transcend ideological perspectives within educational policy research and decision making? If so, what would it entail and how should we proceed? At heart, the relation among research, ideology, and policy may be characterized as a complex and interconnected web. The common view of this web is that good social and educational policy decisions are generally made based on research evidence and largely independent of ideological positions. However, it is rather more likely that research and political ideology interact throughout the research process, from the choice of research question, to the organization that provides funding for the research, to the way that findings are interpreted and used. The purpose of this article is to propose a promising strategy that can be utilized by policymakers in the process of making educational policy decisions. 相似文献
13.
14.
This paper is an examination of statewide district writing achievement gain data from the Nebraska Statewide Writing Assessment system and implications for statewide assessment writing models. The writing assessment program is used to gain compliance with the United States No Child Left Behind Law (NCLB), a federal effort to influence school district assessment and accountability. While the research literature is mixed with some viewing statewide writing assessment as narrowing writing curriculum and “standardizing” writing, others point out that it facilitates sharing between teachers to improve writing and teachers are empowered by their participation in the process.Nebraska's Statewide Writing Assessment, based on the six-trait model, has strong support from teachers regarding their perception of the assessment in supporting teaching practices and student success. Examination of achievement gain data revealed gains in 4th, 8th, and 11th grades in the average number of students rated proficient from one administration of the assessment to the next.Implications for educational practice, recommendations for future research, and relevant related issues (NCLB concerns and measurement issues) are discussed. 相似文献
15.
Amy Y. Li 《Research in higher education》2017,58(7):746-771
Performance funding has become an increasingly prevalent state policy to incentivize student retention and degree completion at public colleges. Using a Cox proportional hazards model on state-level data from years 2000 to 2013, this study analyzes the latest wave of policies that embed base appropriations into the state budget to fund student outcomes. Results indicate that having a greater proportion of bordering performance funding states diminishes the likelihood of policy adoption, capturing a “reverse policy diffusion” effect. States with Republican-controlled legislatures, more professionalized legislatures, and rapid growth in unemployment rates are more likely to adopt the policy, while those with higher educational attainment levels and more bachelor’s degrees awarded per student are less likely. Implications include the surprising finding of reverse policy diffusion, which suggests that states are delaying adoption until after they can observe the political consequences and impacts of the policy in neighboring states. Findings point to a policy learning effect—by observing other state’s experiences, policymakers can make more informed decisions about whether to pursue performance funding as an accountability tool. 相似文献
16.
Historically, Chinese educational philosophy has been dominated by Confucianism and, since 1949, by Marxism. However, rapid industrialization, ideological demands, and loyalty to traditions have now led to a situation where various Western philosophies have been adopted into vocational education in hopes of moving the country forward without challenging the status quo too vigorously. The result is that China presently has no clear philosophical foundation that can help the country make solid decisions on how vocational education shall contribute to economic growth and social improvements. Awareness of one's philosophy, however, is important for vocational educators so that they can make well‐founded decisions about their teaching. The authors hope that by presenting an overview of which philosophies have been adopted in the past and the influence they have had on practitioners and policymakers, scholars can engage in a debate on which vocational education philosophy can help train China's workforce most effectively and support continued economic growth. 相似文献
17.
The Elusive Relationship Between Teacher Characteristics and Student Academic Growth: A Longitudinal Multilevel Model for Change 总被引：1，自引：0，他引：1
Marco A. Muñoz Florence C. Chang 《Educational Assessment, Evaluation and Accountability》2007,20(3-4):147-164
Teacher characteristics and student achievement growth are currently a significant topic of investigation in the educational accountability arena. Given the environment of high-stakes accountability associated with the No Child Left Behind (NCLB) legislation and state accountability systems, staffing all classrooms with highly qualified teachers is a critical national concern. A new era of research is needed to understand the complexity of teacher quality when defined by student learning growth. The present study evaluated the effects of teacher characteristics (i.e., experience, education, and race) in high school reading achievement gains using a multi-level growth model in an urban school district in Kentucky. Findings showed significant effects of time, but non-significant effects of teacher characteristics in high school reading achievement growth. Implications for educational policy and future research are discussed. 相似文献
18.
Bernie Froese-Germain 《Interchange》2001,32(2):111-130
Changes in assessment policy have increased standardized testing at provincial, national, and international levels, introduced testing at more grade levels, increased the reporting of test results, and attached more significance to those results. Advocates claim that testing will result in greater accountability in education. The research demonstrates that standardized testing has a negative impact on students, perpetuating and intensifying educational inequity through test bias and the misuse of test scores. Test results are increasingly being used to analyse policy, program, school, and teacher success, and they are being inappropriately used as "educational gatekeepers" to make important decisions about students, teachers, schools, and school systems. This paper focuses on how standardized testing is becoming the mechanism that facilitates many questionable education practices that contribute to educational inequity. 相似文献
19.
20.
Emma Smith 《教育政策杂志》2013,28(4):507-524
In January 2002, President George W. Bush signed into law what is arguably the most important piece of US educational legislation for the past 35 years. For the first time, Public Law 107–110 links high stakes testing with strict accountability measures designed to ensure that, at least in schools that receive government funding, no child is left behind. The appropriately named No Child Left Behind Act (NCLB) links government funding to strict improvement policies for America's public schools. Much of what is undertaken in NCLB is praiseworthy, the Act is essentially equitable for it ensures that schools pay due regard to the progress of those sections of the school population who have traditionally done less well in school, in particular, students from economically disadvantaged homes, as well as those from ethnic minority backgrounds and those who have limited proficiency to speak English. However, this seemingly salutatory aspect of the Act is also the one that has raised the most objections. This paper describes the key features of this important piece of legislation before outlining why it is that a seemingly equitable Act has produced so much consternation in US education circles. Through an exploration of school level data for the state of New Jersey, the paper considers the extent to which these concerns have been justified during the early days of No Child Left Behind. 相似文献