Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam

Believing that accountability could be a vehicle for change, the California Department of Education (CDE) requires all high school students to pass the California High School Exit Exam (CAHSEE) in order to graduate. In doing so, California joins many others states in mandating a high school exit exam as a current or future requirement for graduation. In this essay, the authors will argue that this testing approach to school change is based on myths about the role of assessment, the information testing can provide and the impact high stakes testing has on urban schools. Although California is the focus of this analysis, these issues are salient across the county. Testing as a solution to poor student achievement is based on faulty assumptions. It is these assumptions this piece seeks to address

Examining the Myth of Accountability, High-Stakes Testing, and the Achievement Gap

In this article we outline how notions of accountability and the achievement gap have relied upon the massive expansion of high-stakes exams in our nation’s schools. Texas-style test and punish accountability manifested in various ways within schools and school culture across the nation via NCLB, which undermined notions of trust within education. More than decade of national education policy focused on high-stakes testing and accountability—despite that the fact that the rise of high-stakes testing also involved considerable legal, ethical, and social considerations. We argue the practice of spending large amounts of time on test preparation and test taking must be reversed lest we continue on the path of maintaining schools solely as machinery for stratification. We conclude that market- and business-oriented ideology, has reinforced the racist under- and overtones of testocracy in the United States and has neither closed the achievement gap nor fomented meaningful accountability or success

Balancing Local Assessment and Statewide Testing: Building a Program that Meets Student Needs

This document discusses the components of assessment for those who are considering adding local assessments to required statewide testing of K-12 students. These components include technical adequacy, local-level opportunity, and how to link to state and local standards. Attributes of a model local assessment program are discussed and examples are given. There are also four key questions evaluators and teachers should ask themselves if they are considering a local-level assessment, including the cost feasibility. Educational levels: Graduate or professional

Using curriculum-based measures for assessing achievement in children who may have potential risk-factors for reading difficulty

Includes bibliographical references

Leave No Charter Behind: An Authorizer Guide to the Use of Growth Data

The purpose of this brief is to guide the reader in the effective use of data for measuring student academic growth. It explores the use of different measurement models in school accountability systems. While targeted to the authorizers of charter schools, the brief is helpful to anyone who evaluates the performance of a portfolio of schools

It\u27s okay, I\u27m a...teacher. Is professional status important to teachers?

Teacher accountability and the debate around teacher quality are issues of international importance. As society places increasing demands on the teaching profession, and regulatory bodies around the globe raise the ‘standards’ for teachers to adhere to, the professional status of teachers is drawn into focus. This paper reports research findings of an investigation into the perspectives of professional status of teachers, held by pre-service teachers about to embark on their teaching career. This was a comparative study whereby data were collected from an Australian university and an American university to explore professional status as an international issue. This quantitative study utilised a Likert scale to gather responses from participants. Data were analysed and findings from both universities indicated that professional status was a significant concern for pre-service teachers. Pre-service teachers felt that whilst they may have entered their teaching degree as a vocation, they hoped to receive status, as a professional, within society

Left Behind By Design: Proficiency Counts and Test-Based Accountability

Many test-based accountability systems, including the No Child Left Behind Act of 2001 (NCLB), place great weight on the numbers of students who score at or above specified proficiency levels in various subjects. Accountability systems based on these metrics often provide incentives for teachers and principals to target children near current proficiency levels for extra attention, but these same systems provide weak incentives to devote extra attention to students who are clearly proficient already or who have little chance of becoming proficient in the near term. We show based on fifth grade test scores from the Chicago Public Schools that both the introduction of NCLB in 2002 and the introduction of similar district level reforms in 1996 generated noteworthy increases in reading and math scores among students in the middle of the achievement distribution. Nonetheless, the least academically advantaged students in Chicago did not score higher in math or reading following the introduction of accountability, and we find only mixed evidence of score gains among the most advantaged students. A large existing literature argues that accountability systems built around standardized tests greatly affect the amount of time that teachers devote to different topics. Our results for fifth graders in Chicago, as well as related results for sixth graders after the 1996 reform, suggest that the choice of the proficiency standard in such accountability systems determines the amount of time that teachers devote to students of different ability levels.

Reconciling Actors' Preferences in Agricultural Policy - Towards a New Management of Public Decisions

To attain sustainable development in the 21st century, the world's population still has to overcome many challenges; hunger, poverty, environmental degradation and depletion. Policy design in such a context is and will remain a complex task. On one hand, policy makers often lack information on stakeholders' strategies and constraints as well as on potential options for improvement. On the other hand, stakeholders do not always adhere to policies for lack of understanding of the pursued goals. It is not unusual to observe that often, real policy effects are not those initially expected. Furthermore, existing decision-making mechanisms for public intervention are increasingly questioned due to pressure for market liberalization, decentralization processes and the increasing role of the civil society. However, while the classical role of government is challenged, few methods have been proposed to enable the design of viable alternatives. The approach presented in this book is a contribution to the improvement of efficiency in public decision-making. Based on practical experience from Viet Nam, Indonesia and other countries, it proposes new methods for the identification of policy objective, stakeholders and issues at stake, and for the definition and implementation of concrete actions. It also provides means and guidance to foster progressive actors' participation and involvement in decision-making and policy implementation processes. Key Words: analytical methods, tools, decision making, agricultural policiesanalytical methods, tools, decision making, agricultural policies, Agricultural and Food Policy,

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools