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Rennie Center for Education Research & Policy, 2020
This year's Action Guide examines the need for new ways of measuring student success. Academic test scores are just one method of measuring student progress, offering an incomplete picture of student learning and growth. Educators and state leaders recognize that serving all students well requires focusing on their individual needs, including…
Descriptors: Academic Achievement, Educational Assessment, Measurement, Measurement Objectives
Parsi, Ace; Darling-Hammond, Linda – National Association of State Boards of Education, 2015
Employers, postsecondary institutions, and civic leaders are urging greater focus on 21st century skills essential for college, career, and civic success: problem solving, interpersonal skills, and collaboration, among others. In response to these demands, states across the country are working to realign policies--on learning standards,…
Descriptors: Educational Assessment, State Policy, Performance Based Assessment, Sustainability
McKeown-Moak, Mary P. – Educational Considerations, 2013
Over the past several years, public higher education, both in the U.S. and internationally, has increasingly been required to explain, defend, and validate its performance and value to a wide variety of constituents, including governors, legislators, students, parents, employers, and taxpayers. In addition, in 2006, then U.S. Secretary of…
Descriptors: Higher Education, Educational Finance, Accountability, Change Strategies
Chouinard, Jill Anne – American Journal of Evaluation, 2013
Evaluation occurs within a specific context and is influenced by the economic, political, historical, and social forces that shape that context. The culture of evaluation is thus very much embedded in the culture of accountability that currently prevails in public sector institutions, policies, and program. As such, our understanding of the…
Descriptors: Accountability, Public Sector, Participatory Research, Context Effect
Martineau, Joseph A.; Wyse, Adam E. – Measurement: Interdisciplinary Research and Perspectives, 2015
This article is a commentary of a paper by Derek C. Briggs and Frederick A. Peck, "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," which describes an elegant potential framework for at least beginning to address three priorities in large-scale assessment that have not been…
Descriptors: Performance Factors, Barriers, Program Implementation, Group Testing
Mathis, William J.; Trujillo, Tina M. – National Education Policy Center, 2016
The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act with great fanfare and enthusiasm. Granting more power to states and curbing what was seen as federal overreach was well received. However, the new legislation maintains a predominately test-based accountability system with a federal mandate for interventions in well over…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Intervention
Polikoff, Morgan S.; McEachin, Andrew – Policy Analysis for California Education, PACE, 2013
The Academic Performance Index (API) is the centerpiece of California's state assessment and accountability system. With the recent passage of SB1458 and the pending reauthorization of both state and federal accountability legislation, there is now an unprecedented opportunity to improve the API for next generation accountability in California. In…
Descriptors: Academic Achievement, Standardized Tests, Accountability, State Legislation
Marder, Michael – Kappa Delta Pi Record, 2012
Using computers to evaluate teachers based on student test scores is more difficult than it seems. Value-added modeling is a genuinely serious attempt to grapple with the difficulties. Value-added modeling carries the promise of measuring teacher quality automatically and objectively, and improving school systems at minimal cost. The essence of…
Descriptors: Teacher Effectiveness, Evidence, Expertise, Educational Change
Pounder, Diana – Journal of Research on Leadership Education, 2012
This article addresses the leadership preparation line of inquiry developed in the past decade by the University Council for Educational Administration/Learning and Teaching in Educational Leadership Special Interest Group Taskforce on Evaluating Leadership Preparation Programs, and it particularly addresses the series of survey instruments…
Descriptors: Administrator Education, Educational Administration, Instructional Leadership, Program Evaluation
Schwartz, Heather L.; Hamilton, Laura S.; Stecher, Brian M.; Steele, Jennifer L. – RAND Corporation, 2011
The upcoming reauthorization of the Elementary and Secondary Education Act provides an opportunity to reconsider what factors school performance-reporting systems should include. Critics of No Child Left Behind (NCLB) have pointed to the narrowing effects of the law's focus on mathematics and reading achievement, and they have called for efforts…
Descriptors: Elementary Secondary Education, Federal Legislation, Reading Achievement, Educational Practices
New Leaders for New Schools (NJ1), 2010
Effective principals are those who boost academic achievement for all students, increase the effectiveness of their teaching staffs, and consistently take leadership actions shown to improve outcomes for students. Therefore principal evaluation systems should place 70% of their weight on the ability of principals to increase student achievement…
Descriptors: Teacher Effectiveness, Academic Achievement, Accountability, Professional Development
Fisher, Roy – Education, Knowledge & Economy: A Journal for Education and Social Enterprise, 2010
Further education (FE) colleges in England were statutorily "cut free" from local education authority (LEA) control in 1992. This article, however, primarily considers changes within FE in the 30 years before this "incorporation" of FE colleges, as well as debates that followed. It argues that the post-1992 changes were…
Descriptors: Adult Education, Quality Control, Foreign Countries, Educational History
Child Trends, 2009
Measures assessing the quality of children's environments and interactions in nonparental care settings were developed originally for use in child care research and as self-assessment tools for practitioners. Within the last decade, these measurement tools have moved into the public policy arena, where they are now used to make programmatic…
Descriptors: Accountability, Child Care, Preschool Evaluation, Evaluation Criteria
Musen, Lindsey – Annenberg Institute for School Reform at Brown University (NJ1), 2010
In "Beyond Test Scores: Leading Indicators for Education," Foley and colleagues (2008) define "leading indicators" as those that "provide early signals of progress toward academic achievement" (p. 1) and stress that educators "need leading indicators to help them see the direction their efforts are going in and to take corrective action as soon as…
Descriptors: School Districts, Evaluation Methods, Algebra, Educational Indicators
New Leaders for New Schools (NJ1), 2010
Effective principals are those who boost academic achievement for all students, increase the effectiveness of their teaching staffs, and consistently take leadership actions shown to improve outcomes for students. Therefore principal evaluation systems should place 70% of their weight on the ability of principals to increase student achievement…
Descriptors: Teacher Effectiveness, Academic Achievement, Accountability, Professional Development