Accountability. State Implementation of College- and Career-Readiness Standards

Autor/inn/en	Anderson, Kimberly; Mira, Mary Elizabeth
Institution	Southern Regional Education Board
Titel	Accountability. State Implementation of College- and Career-Readiness Standards
Quelle	(2015), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; State Policy; State Programs; State Standards; Program Implementation; Research Reports; Educational Assessment; Federal Programs; Federal Regulation; Educational Change; Educational Legislation; Federal Legislation; College Readiness; Career Readiness; Outcome Measures; Alignment (Education); Alternative Assessment; Severe Disabilities; English Language Learners; Language Proficiency; Management Information Systems; Profiles; Position Papers; Interviews; Elementary Secondary Education; Alabama; Colorado; Delaware; Georgia; Kentucky; Louisiana; Maryland; Mississippi; New York; North Carolina; Pennsylvania; South Carolina; Tennessee; West Virginia + Suchen Sie Ihr Suchwort? Verantwortung; Regierungsprogramm; Research report; Forschungsbericht; Education; assessment; Bewertungssystem; Bundeskompetenz; Bildungsreform; Bildungsrecht; Schulgesetz; Bundesrecht; Severe disability; Schwerbehinderung; Language skill; Language skills; Sprachkompetenz; Managementinformationssystem; Charakterisierung; Profilanalyse; Positionspapier; Interviewing; Interviewtechnik
Abstract	All of the states in this study have recently been involved in school accountability system reform. Since 2011, the states have taken advantage of a federal program to give them flexibility around certain requirements of the "No Child Left Behind Act" of 2001 (NCLB), the most recent reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). States requesting ESEA flexibility waivers must meet federal guidelines as part of the changes they make to their statewide accountability systems. While some changes vary among states, all states must adopt certain policies the U.S. Department of Education considers fundamental to reform. These policies include, among others, having college- and career-readiness standards and assessments, aligned alternate assessments for students with the most significant cognitive disabilities, aligned English language proficiency (ELP) standards and assessments for English learners, and educator effectiveness systems that incorporate the use of student performance data. States are working hard to integrate the work of such complex reforms. The following profiles examine how states' new statewide accountability systems incorporate measures that hold schools accountable for student learning of the states' new college- and career-readiness standards. The profiles also explain how states' accountability reporting for the use of federal Title III funds to serve English learners incorporates such measures. In each profile, the accountability measures used by the state are listed, followed by what is known about the extent of their alignment to the state's new college- and career-readiness standards. (These profiles do not seek to explain each state's entire statewide accountability system, which can include many goals, only some of which relate to student learning of the state's new college- and career-readiness standards. See each state's profile for links to detailed information on the state's entire accountability system.) For trends across the states in the design of their systems, successes, challenges, types of support needed to move this work forward, and practitioner experiences with putting the evaluations into practice, see the accompanying "Cross-State Findings Report" (ED559248). (ERIC).
Anmerkungen	Southern Regional Education Board. 592 10th Street NW, Atlanta, GA 30318-5790. Tel: 404-875-9211; Fax: 404-872-1477; e-mail: publications@sreb.org; Web site: http://www.sreb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01