Pathways to New Accountability through the Every Student Succeeds Act

Autor/inn/en	Darling-Hammond, Linda; Bae, Soung; Cook-Harvey, Channa M.; Lam, Livia; Mercer, Charmaine; Podolsky, Anne; Stosich, Elizabeth Leisy
Institution	Stanford Center for Opportunity Policy in Education (SCOPE); Learning Policy Institute
Titel	Pathways to New Accountability through the Every Student Succeeds Act
Quelle	(2016), (56 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Educational Legislation; Federal Legislation; Program Implementation; College Readiness; Career Readiness; Laws; Evidence Based Practice; Intervention; Educational Indicators; Educational Improvement; Educational Practices; School Visitation; Observation; Outcomes of Education; Educational Opportunities; Educational Innovation; Learner Engagement; Information Utilization; Foreign Countries; School Districts; Educational Quality; Decision Making; Professional Development; Class Size; Community Schools; High Schools; School Restructuring; Educational Change; Canada; California; New York (New York) + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsrecht; Schulgesetz; Bundesrecht; Law; Recht; Educational indicato; Bildungsindikator; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Beobachtung; Lernleistung; Schulerfolg; Bildungsangebot; Bildungschance; Instructional innovation; Bildungsinnovation; Informationsnutzung; Ausland; School district; Schulbezirk; Quality of education; Bildungsqualität; Decision-making; Entscheidungsfindung; Klassengröße; Community school; ; Gemeindeschule; Gemeinschaftsschule; High school; Oberschule; Schulreformplan; Schulumwandlung; Bildungsreform; Kanada; Kalifornien
Abstract	This paper examines the options available to states to redefine their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA). The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged citizens who are prepared for 21st century college and careers. We examine these possibilities, beginning with an overview of the law's requirements, including its allowances for indicators of school progress, methods of identifying schools for support and intervention, and requirements for the use of evidence-based interventions. We then look more closely at the range of indicators that might be considered in a multiple measures accountability system as evidence of learning, opportunities to learn, and student engagement. Next we discuss how these indicators might be combined to identify schools for intervention and support, and how they could be used within a continuous improvement system that also examines school practices through school visits and observations. We close with a discussion of research supporting evidence-based interventions that may be worth considering to support school improvement in a new accountability system. (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01