Accountability Identification Is Only the Beginning: Monitoring and Evaluating Accountability Results and Implementation

Autor/inn/en	D'Brot, Juan; Keng, Leslie; Landl, Erika
Institution	Council of Chief State School Officers (CCSSO)
Titel	Accountability Identification Is Only the Beginning: Monitoring and Evaluating Accountability Results and Implementation
Quelle	(2018), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Identification; Elementary Secondary Education; Educational Legislation; Federal Legislation; Program Design; Program Development; Program Implementation; Educational Improvement; Progress Monitoring; Program Evaluation; Validity; Educational Quality; School Effectiveness; Educational Assessment; Educational Indicators; Evidence Based Practice + Suchen Sie Ihr Suchwort? Verantwortung; Identifikation; Identifizierung; Bildungsrecht; Schulgesetz; Bundesrecht; Programme design; Programmaufbau; Programmplanung; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Gültigkeit; Quality of education; Bildungsqualität; Schuleffizienz; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator
Abstract	The passage of the Every Student Succeeds Act (ESSA) marked the beginning of a new development cycle for accountability systems. State leaders once again have an opportunity to redesign their accountability systems based on the provisions included in ESSA and to ensure that systems improve outcomes for all students. The correct identification of schools is a necessary but insufficient condition to build capacity and deliver support to local systems. Systems of accountability, support, and continuous improvement contain a series of feedback loops and information hand-offs that offer opportunities to collect evidence that systems are working as intended. By identifying activities and their relevant evidence throughout the design, development, and implementation of accountability systems, we can begin to develop validity arguments for accountability and improvement systems. This paper references a framework that can support a systematic examination of the design, development, and implementation stages of accountability identification. This framework can be applied to the activities associated with each stage as follows: (1) Design Stage; (2) Development Stage; and (3) Implementation Stage. Within each of these stages and activities, state education agencies (SEAs) can widen or narrow what they monitor to expand or limit system claims. By developing a set of claims associated with accountability and improvement systems, SEAs can begin developing a logic model that identifies the assumptions, questions, data considerations, and possible evaluation approaches. The remainder of this paper describes a framework to systematically help states evaluate identification decisions. The framework is not intended to be prescriptive, but rather to provide examples of how states can apply this framework to begin establishing validity arguments for their accountability systems. [This is the third of a three-paper set of resources presented at CCSSO's "State Plan Implementation for ESSA" in April 2018. For "Where the Rubber Meets the Road: Operations and Quality Control in School Accountability Systems," see ED586784. For "Establishing Performance Standards for School Accountability Systems," see ED593538.] (ERIC).
Anmerkungen	Council of Chief State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001. Tel: 202-336-7016; Fax: 202-408-8072; e-mail: pubs@ccsso.org; Web site: http://www.ccsso.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01