School Accountability, Autonomy, Choice, and the Level of Student Achievement
Author:
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKRead and Download eBook Full
Author:
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: Ludger Woessmann
Publisher:
Published: 2007
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKAuthor:
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: Gabriela Schutz
Publisher:
Published: 2007
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKAuthor: Harry Brighouse
Publisher: University of Chicago Press
Published: 2018-01-26
Total Pages: 201
ISBN-13: 022651420X
DOWNLOAD EBOOK“An ambitious effort that succeeds in providing a fundamentally new way to talk about and . . . think about policy choices in education.” —Jeffrey R. Henig, Teachers College, Columbia University We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes. “Every education decision-maker—and every education researcher—would benefit from reading this book.” —David N. Figlio, School of Education and Social Policy, Northwestern University “Imaginative, informative, and unfailingly constructive.” —Michael S. McPherson, co-author of Lesson Plan: An Agenda for Change in American Higher Education
Author: Ludger Woessmann
Publisher: Edward Elgar Publishing
Published: 2009
Total Pages: 0
ISBN-13: 9781848445291
DOWNLOAD EBOOKAccountability, autonomy and choice are now the watchwords of education reformers around the globe. This book presents new evidence from the Programme for International Student Assessment (PISA) test on whether students perform better in school systems with such institutional measures in place. It also provides a theoretical framework for considering these reforms and summarizes previous international evidence. The results confirm that various policies promoting accountability, autonomy and choice are strongly associated with higher achievement for students from both disadvantaged and advantaged backgrounds. In particular, choice through public funding for private schools is associated with both higher performance overall and higher equality of opportunity. Providing detailed and rich facets of different forms of accountability, autonomy and choice, this book is unique in its empirically based and internationally oriented treatment of this up-to-date policy topic. It will be of great interest to academics, policy-makers and practitioners, as well as students in education policy and in the economics of education.
Author: Douglas B. Reeves
Publisher: ASCD
Published: 2004-01-15
Total Pages: 170
ISBN-13: 1416600728
DOWNLOAD EBOOKAccountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that improves teaching, learning, and leadership. Reeves encourages educators to become proactive in developing student-centered accountability systems. These systems capture the many aspects of teaching that test scores don't reveal—they tell the stories behind the numbers. Reeves shows how educators can create accountability systems that enhance teacher motivation and lead to significant improvements in student achievement and equity, even in traditionally low-performing schools. Accountability for Learning explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement. Focusing on the classroom, it outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis, and replication of effective teaching practices. Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind. "As educators, we have two choices," Reeves says. "We can rail against the system, hoping that standards and testing are a passing fad, or we can lead the way in a fundamental reformulation of educational accountability." Accountability for Learning gives readers the helping hand they need to lead the way to fair and comprehensive accountability.
Author: Paul E. Peterson
Publisher: Rowman & Littlefield
Published: 2003-11-18
Total Pages: 352
ISBN-13: 081579620X
DOWNLOAD EBOOKThe 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.