Accountability Issues in Ohio's Education Reform Bill.

Autor/in	Halasa, Ofelia
Titel	Accountability Issues in Ohio's Education Reform Bill.
Quelle	(1991), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Accountability; Achievement Tests; Curriculum Development; Educational Change; Educational Legislation; Graduation Requirements; Intermediate Grades; Junior High Schools; Management Information Systems; Norm Referenced Tests; Outcomes of Education; Scores; State Programs; Test Results; Test Use; Testing Programs + Suchen Sie Ihr Suchwort? Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsrecht; Schulgesetz; Abschlussordnung; Mittelstufe; Sekundarstufe I; Managementinformationssystem; Lernleistung; Schulerfolg; Regierungsprogramm; Testanwendung
Abstract	Issues related to the Education Reform Bill of Ohio are discussed. Administration of norm-referenced achievement tests in reading, mathematics, language, and related school-ability tests is required for grades 4, 6, and 8 (effective by 1990) and grade 10 (effective by 1991). The reform bill specifies rewards and sanctions in addition to statewide publication of test scores and other district outcome measures as a way of encouraging the community to apply its own rewards and sanctions. Students graduating after July 1, 1993 will have to pass high school proficiency tests in reading, writing, citizenship, and mathematics. In early administrations of these tests, it was apparent that the wealth of the school district was linked with higher test scores. The test scores are being used to provide accountability, an important aspect of the educational reform effort. An Educational Management Information System is being developed for each district. The impact of testing requirements and the emphasis on accountability in Ohio are evidenced in the following areas: (1) curriculum alignment; (2) state versus local control; (3) teaching; and (4) effects on at-risk students. The reform bill is directly related to student test outcomes. The use of tests to measure effectiveness of the reform has strong support, but care must be taken to overcome the limitations of reliance on test scores alone. A 17-item list of references is included. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC