We Are the 5
Which Schools Would Be Held Accountable Under a Proposed Revision of the Elementary and Secondary Education Act
Datos Bibliográficos
| ID | 9730808 |
|---|---|
| Autores | Andrew Mceachin (0000-0002-5113-6616, University of Virginia, Charlottesville, Va, autor de correspondencia), Morgan S Polikoff (0000-0002-6135-6292, University of Southern California, Los Angeles, CA) |
| Año | 2012 |
| Volumen | 41 |
| Número | 7 |
| Páginas | 243-251 |
| Fecha de publicación | 2012-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x12453494 |
| OpenAlex | W1975616192 |
| Idioma | EN |
| Citas recibidas | 3 |
| Referencias citadas | 36 |
This article uses data from California to analyze the results of the proposed accountability system in the Senate’s Harkin-Enzi draft Elementary and Secondary Education Act reauthorization. The authors analyze existing statewide school-level data from California, applying the accountability criteria proposed in the draft law. Comparing the proposed system to the No Child Left Behind Act’s Adequate Yearly Progress provisions, they draw conclusions about the stability of the proposed identification schemes and the types of schools likely to be identified. They conclude with several policy recommendations that could be easily incorporated into the law, based on their analysis and the existing literature
Accountability · Elementary and Secondary Education Act · Identification (biology · Mathematics education · No child left behind · Political science · Education Discipline and Inequality · Educational Assessment and Improvement · Law · Psychology · Public Administration · School Choice and Performance
School Accountability
Does External Accountability Affect Student Outcomes? A Cross-State Analysis
Rotten Apples
The Long-Term Impacts of Teachers
Left Behind by Design
Race, inequality and educational accountability
The Impact of Providing Vision Screening and Free Eyeglasses on Academic Outcomes
Does school accountability lead to improved student performance
The impact of no Child Left Behind on student achievement
Status versus growth
Accountability Systems
The Problem With “Proficiency”
Overcoming the Volatility in School-Level Gain Scores
Gauging Growth
Measuring Academic Proficiency Under the No Child Left Behind Act
Assessments and Accountability
Accountability
Is There an Expectations Gap? Educational Federalism and the Demographic Distribution of Proficiency Cut Scores
Are NCLB’s Measures, Incentives, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools
The Promise and Pitfalls of Using Imprecise School Accountability Measures
| Obras citantes distintas | 3 |
|---|---|
| Citas por año | 0,25 |
| Intervalo de citas | 2014 - 2024 (11) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 3 |