While scholars of educational accountability policy will not be surprised at the power of local implementers in modifying accountability efforts, Kentucky's street-level debate splits two constituencies in defining a fair system. Advocates for the education of all children including the poor and minorities support the continuous improvement model,…

This policy brief addresses the inclusion of English language learners (ELLs) in large-scale assessments and ELL assessment accommodations. The inclusion of ELL students creates specific accountability policy challenges. States differ in the students they include and their inclusion policies and accommodation practices, and, at present, inclusion…

The purpose of this study was to analyze the effect of including special education students in the Texas Assessment of Academic Skills (TAAS) accountability subset of students. In 1999, the accountability subset was expanded to include scores for all special education students not exempted and all bilingual/limited English proficient (LEP)…

This paper examines the responses of four high schools to new accountability policies in two states, New York and Vermont. In each state, one school that was better positioned with respect to the policy and one that was a target of the policy were studied. New York's policy attaches high stakes for students though the Regents high school exit…

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…

Nationwide experience over the last 20 years strongly suggests that state and local education agencies must work together to establish a common vision, standards, and common expectations--a framework--for their comprehensive guidance and counseling programs. This document presents a framework that brings together the basic elements to develop,…

This document describes the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), which includes the Smart Start initiative for grades K through 4 and the Smart Step initiative for grades 5 through 8, as well as assessments for high schools. As it encourages educational improvement, the ACTAAP fulfills the requirements of…

The Institute for Education and Social Policy assessed the relationship between standards-based reform and the charter school movement in four states: Texas, Massachusetts, California, and Louisiana. These states were selected because they are the focus of other projects sponsored by the Edna McConnell Clark Foundation and because, as a group,…

The selections in this volume explore the debates surrounding issues of affordability, access, and accountability in higher education. The contributors identify these issues as the three key policy issues facing public higher education in the opening years of the new century. Following an introduction, "The Changing Dynamics of Affordability,…

Drawing on a national survey by Barak and Berdahl, this article discusses the trend in many states toward official reviews of doctoral programs. The rationale behind these academic reviews, procedures used, results, and the benefits and problems of review programs are discussed. (SJL)

Report on part of a study of 10 principals who were asked about their views toward the state's accountability measures in reference to their schools and their roles, and what, if any, effect external accountability had on internal accountability or developing the organizational capacity of their school. (Contains 19 references.) (WFA)

A major challenge facing state policymakers who are demanding a high level of accountability in education is to design an accountability mechanism to track educational reform. The structure and uses of eight exemplary approaches to accountability are examined, resulting in a set of design characteristics for state accountability mechanisms. (TJH)

Describes the Minnesota Tech Prep Consortia Evaluation System, which collects outcomes data on enrollment, retention, related job placement, higher education, dropouts, and diplomas/degrees awarded. Explains outcome measures, database development, data collection and analysis methods, and remaining challenges. (SK)

Defines four essential elements of a system of educational standards: (1) common, rigorous student achievement standards; (2) state-administered assessments; (3) explicit rewards for achievement; and (4) opportunity to reach the standards. Practices to ensure these conditions and enact a system based on these elements are discussed. (SLD)

A study compared the effects of different methods of analyzing trends to illustrate how failure to account for change in classification will lead to misinterpretation of data on the performance of students with disabilities. Data from five years of assessment in Texas is used to illustrate effects of classification changes. (Contains references.)…