Mining the Opportunities in "Differentiated Accountability": Lessons from the No Child Left Behind Pilots in Four States

Autor/in	Scott, Caitlin
Institution	Center on Education Policy
Titel	Mining the Opportunities in "Differentiated Accountability": Lessons from the No Child Left Behind Pilots in Four States
Quelle	(2009), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Needs Assessment; Federal Legislation; School Support; Politics of Education; Accountability; Educational Legislation; Intervention; State Government; Educational Change; Interviews; Change Strategies; Academic Failure; Educational Needs; Administrator Attitudes; School Restructuring; Educational Improvement; Federal Government; School Districts; Arkansas; Florida; Georgia; Illinois; Indiana; Louisiana; Maryland; New York; Ohio + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Bundesrecht; Schulförderverein; Educational policy; Bildungspolitik; Verantwortung; Bildungsrecht; Schulgesetz; Bund-Länder-Beziehung; Bildungsreform; Interviewing; Interviewtechnik; Lösungsstrategie; Educational need; Bildungsbedarf; Schulreformplan; Schulumwandlung; Teaching improvement; Unterrichtsentwicklung; Bundesregierung; School district; Schulbezirk
Abstract	In March 2008, the U.S. Department of Education (ED) launched a competition for states to submit proposals to participate in a Differentiated Accountability Pilot program. The stated aim of the pilots was to allow participating states "to vary the intensity and type of interventions to match the academic reasons that led to a school's identification" for improvement under the No Child Left Behind Act (NCLB) and to target "resources and interventions to those schools most in need of intensive interventions and significant reform" (U.S. Department of Education, 2008). In July 2008, ED approved six states to participate in the pilot program--Florida, Georgia, Illinois, Indiana, Maryland, and Ohio. In January 2009, ED approved three more states for pilots--Arkansas, Louisiana, and New York. The Center on Education Policy (CEP) conducted in-depth interviews with a selection of state, district, and school officials in four of the nine states participating in the pilots--Georgia, Maryland, New York, and Ohio. All four took a close and critical look at their past statewide systems of school support and their resources and then revised their efforts in deeper ways intended to address the local context. Among the key findings were: (1) All fours states designed accountability frameworks that differed substantially from the past; (2) All four states have changed labels for struggling schools and considered reasons for some schools' failure to make progress; (3) All four states require local educators to use some form of needs assessment to identify a school's needs; and (4) District and school officials had varying views on the impact of differentiated accountability. (Contains 2 tables, 1 box, and 2 footnotes.) [Writing and research assistance was provided by Elizabeth Duffrin, Maureen Kelleher, and Brenda Neuman-Sheldon.] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10