As part of Maryland's performance accountability process, public colleges and universities have had to develop a plan for the assessment of undergraduate student learning outcomes and submit annual progress reports to the Maryland Higher Education Commission. This report includes highlights of the submissions from each of the 13 public four-year…

Faculty members at Idaho State University evaluated the use of case analysis as an accountability measure for demonstrating teacher candidates' abilities to meet targeted course, institutional, and state teaching standards for student motivation and classroom management. Thirty-four teacher candidates completed a case analysis assessment.…

This is a report on the Qualitative Use of Evaluative Systems and Techniques (QUEST) program used by Pensacola Junior College (PJC) (Florida) to assess, integrate, and improve institutional effectiveness. The program focuses on 12 major institutional functions: strategic planning, academic programming, facilities planning, college operations,…

This paper discusses how to engage educational stakeholders for productive partnerships in accountability, examining accountability in the world of demands and describing the Texas Prospectus for Shared Accountability, which provides 3 components: (1) the Partnership for Texas Public Schools (consisting of the Chancellor of the Texas A&M…

Whether increasing reliance on policy-driven assessment for accountability and control of educational institutions is actually sabotaging long-term goals and purposes of the schools is explored, questioning whether current practices of high-stakes testing are anathema to real education values. The distinction between policy-driven assessment and…

This report is the third analysis of state reports conducted by the National Center on Educational Outcomes to determine what types of information are provided on students with disabilities in state education reports. For this analysis, 170 reports were collected between March 1999 and August 1999 from state accountability offices and state…

This document contains accountability profiles with detailed information for the Department of Defense Domestic Dependent Elementary and Secondary Schools. Each profile contains a description of the school, district, or area characteristics and highlights identified by the principal or superintendent. Profiles also contain the 1997-98 priorities…

This report summarizes accountability activities and initiatives submitted by Illinois' 48 community colleges in their Accountability/Program Review reports. The three primary sections of this report include Accountability Special Focus Areas, Analyses of the Results of Fiscal Year 1999 College Program Reviews, and State-Level Initiatives. Topics…

This self-study was conducted at Front Range Community College (Colorado) and completed under the provisions of the Colorado 1996 Higher Education Quality Assurance Act. The report is divided into six sections, one for each required accountability indicator: (1) Business Partnerships and Satisfaction; (2) Faculty and Staff Development; (3)…

This book explains how the Chicago Public Schools use accountability and probation to promote school improvement. When schools do not measure up, they are placed on probation. The probation is intended to help schools find and carry out solutions to the problems they have been unable to solve on their own. The book focuses on probation as it has…

Up to six years of data (the current year and the five previous yearswhere available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers…

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy…

To raise the achievement of every student, Maryland designed "Achievement Matters Most," a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most is based on the work of the Visionary Panel for Better Schools and also includes the requirements of…

The bottom line is that each state decides what constitutes success under the No Child Left Behind Act. Under the NCLBA, schools are held accountable for the achievement of all students, not just average student performance. The first principle of accountability for results involves the creation of standards in each state for what a child should…

The purpose of this document is to provide charter school authorizers with targeted technical assistance related to special education in charter schools. Charter school laws are unique to each state, and they provide a wide range of policies and practices for the hundred of authorizers chartering schools nationally. As a result, providing…