Adoption of the edTPA as part of new teacher licensing and/or program approval requirements has created heated discussions among teacher educators. Among the discussion topics is the supposition that state-level bureaucrats have been the sole source of the decision to require the edTPA, with little input from the preparation programs. This article…

Career and technical education (CTE) programs of study are subject to rigorous state and federal accountability systems that provide information on key student outcomes. However, while these outcome measures can form a basis for identifying high- and low-performing programs, they are insufficient for answering underlying questions about how or why…

The State Family Outcomes Measurement System Framework (S-FOMS) is a framework originally developed by the Early Childhood Outcomes (ECO) Center that identifies seven key components of a high-quality family outcomes measurement system at the state level. This document contains background information about the framework's seven components, 15…

The State Family Outcomes Measurement System Framework (S-FOMS) is a framework originally developed by the Early Childhood Outcomes Center that identifies seven key components of a high-quality family outcomes measurement system at the state level. The seven components are: (1) Purpose; (2) Data collection and transmission; (3) Analysis; (4)…

The purpose of this statewide study is to assess the perceived improvements made to programs that are offered at Career and Technical Education Centers from the perspective of vocational administrators and teachers following the Bureau of Career and Technical Education conduction of an Approved Program Evaluation. The Pennsylvania Bureau of Career…

In order to move forward with State and local reforms designed to improve academic achievement and increase the quality of instruction for all students in a manner that was not originally contemplated by the No Child Left Behind Act of 2001 (NCLB), a State educational agency (SEA) may request flexibility, on its own behalf and on behalf of its…

State educational accountability models are in transition. Whether modifying the present accountability system to comply with existing state and federal requirements or anticipating new ones--such as the U.S. Department of Education's (ED) Race to the Top competition--recording the experiences of state education agencies (SEAs) that are currently…

This report is one of several efforts designed to monitor outcomes in Washington's higher education system, and fulfills the biennial requirement that the Higher Education Coordinating Board (HECB) inform the higher education and fiscal committees of the legislature of progress toward goals. The portrait that emerges from this review of…

The five papers in this symposium address several key issues included in evaluation research. In "Designing State Vocational Rehabilitation Agency Evaluation Research", Stanford E. Rubin discusses the importance of practitioner involvement in the development of research questions and plans and introduces three basic models of evaluative research.…

Reviews the planning and accountability functions of the Education Amendments of 1976 indicating the extent of involvement of all segments of the vocational education community in the process. (HD)

Institutional administrators and research specialists must help improve and implement accountability measures if institutions are to retain academic autonomy. Current trends point to increased pressure for public accountability of higher education in the future. (MLW)

This paper draws on the experience of various states in its discussion of questions, issues, and decisions that policymakers face as they plan their states' family support initiatives. The discussion is organized into three parts that correspond roughly with the stages of policy formation, program development, and program implementation and…

State program review, generally asosciated with efforts to assess quality and enforce accountability, has also encouraged the states to look beyond traditional measures in evaluating their support for and investment in higher education. When access and finance issues meet head on, quality concerns may give way. (Author/MLW)

The rationale for state-level program reviews in hiqher education is illustrated by case studies in Florida and New York. Different approaches to evaluation, reviews of existing programs, and agency structure and responsibilities are also discussed. (MLW)

Each state is accountable for the quality of its postsecondary educational program. However, most states have either delegated this responsibility to nongovernmental accrediting agencies or chosen not to exercise their full authority in this area. (MLW)