Test-based educational accountability is widely used in many countries, but is pervasive in the US. Key features of test-based accountability required by the US No Child Left Behind Act are discussed. Particular attention is given to methodological issues such as the distinction between status and growth approaches, the setting of performance…

Many states have adopted test-based accountability systems before the No Child Left Behind (NCLB) Act of 2001 became law. NCLB has added a new dimension to test-based educational accountability systems. Features of state and NCLB accountability are discussed with an emphasis on questions of the validity of inferences that are made about school…

Some of the central features of current educational accountability systems are discussed using the requirements under the No Child Left Behind Act (NCLB) of 2001 as the primary example. It is argued that broadly shared responsibility is needed for accountability systems to contribute to improved education. It is also suggested that systems need to…

Discusses features of educational accountability systems, illustrating them using requirements of the No Child Left Behind Act of 2001 (NCLB). Asserts that broadly shared responsibility is needed for accountability systems to contribute to improved education, noting that systems design requires setting ambitious performance standards and…

The purpose of this report is to identify and clarify design issues that are critical in the creation of an accountability system, and can contribute to improved teaching and student learning. Since student achievement is at the heart of the current accountability movement, a number of issues addressed in this report are concerned with how…

An ever-increasing reliance on student performance on tests holds schools and educators accountable both to state accountability systems and also to the accountability requirements of the No Child Left Behind (NCLB) Act of 2001. While each state has constructed its own definition of Adequate Yearly Progress (AYP) requirements within the confines…

The recently enacted No Child Left Behind Act of 2001 amends the Elementary and Secondary Education Act of 1965. The new law substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states, including the setting of measurable adequate yearly progress objectives for all…

Discusses key provisions of the No Child Left Behind Act related to performance standards, adequate yearly progress targets, and the challenges such targets present for states and schools. Notes different states' approaches to assessment and discusses possible uses of results from the biennial state-level administrations of the National Assessment…

Almost every state has in place a state assessment and accountability system. These systems vary greatly in their characteristics but share a common global purpose of improving teaching and learning. Some of the variations in the state systems are discussed and illustrated with examples from selected states. Issues that are critical to the value…

Uses of tests and assessments as key elements in 5 waves of educational reform during the past 50 years are reviewed. These waves include the role of tests in tracking and selection emphasized in the 1950s, the use of tests for program accountability in the 1960s, minimum competency testing programs of the 1970s, school and district accountability…

Reviews features of assessment and accountability that influence the trustworthiness of information provided and impact educational practices and student learning. Discusses reform based on assessment and accountability, describes salient features in reform efforts, and makes suggestions for assessment and accountability systems. (SLD)

This brief discusses ways to measure and report school quality. At present, the differences in state accountability systems make comparisons of schools and school systems very difficult. The most common approach to reporting school status is in the context of current status, an approach in which the school mean or median score for students in the…

This document presents standards for educational accountability systems that represent models of practice derived from three perspectives: research knowledge, practical experience, and ethical considerations. These standards should be conceived of as targets for state and local systems and as criteria to judge proposed models of accountability…