Because of the importance of developing highly skilled rural school leaders, statewide assessments of 259 rural Texas public school administrators were analyzed to determine principal confidence levels in leadership skill domains identified by the National Policy Board of Educational Administration (NPBEA). Important findings indicate differences…

This report describes Maryland's latest approaches to dealing with restructuring schools and other schools in NCLB improvement. Information for this report was obtained between September 2008 and January 2009 from interviews with Maryland State Department of Education officials and with administrators in three Maryland districts: Anne Arundel…

Article examines two alternative approaches to TPE as it has been operated at the state level within the Commonwealth of Pennsylvania. (Author)

This paper addresses issues of vertical equating for the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) assessments as they relate to school accountability and determination of Adequate Yearly Progress (AYP) as required by the recent federal legislation, the No Child Left Behind Act. The paper first provides a brief…

This Compendium is structured so that users may easily seek answers to specific questions about the design and implementation or refinement of state accountability systems. Chapter 1 provides background information. Chapter 2 raises a set of critical questions and major concerns state teams will need to address in designing their accountability…

This document is intended to assist State Education Agency (SEA) and Lead Agency (LA) staff and technical assistance providers in designing a meaningful evaluation for the State Performance Plan (SPP)/Annual Performance Report (APR) improvement activities. It provides: (1) information about the relevance of evaluation in the context of improvement…

In spring 2009, the Center on Education Policy (CEP) continued its research on the impact of test-based federal and state accountability policies by conducting case studies of six high schools in six different districts within Washington State. The purpose was to learn more about the curricular and instructional changes that administrators and…

Background/Context: In response to state-level test-based accountability and the federal No Child Left Behind Act, school administrators increasingly view centralized curriculum and prescribed instructional strategies as the most direct means of increasing student performance. This movement toward standardization reduces teachers' autonomy and…

This "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2011-2012. Under state law, each school district is required to report information about its plans and performance to its community. This report includes a statewide summary of performance results. It reports the status of public…

When implemented by local school districts, the guidelines in this document should result in a process that will produce a consistent link between educational outcomes and planning. By June 1981, each local school district must complete each of the following steps. (1) Develop essential student outcomes for both state-mandated and locally…

The author begins his discussion of accountability with an examination of its development, including its historical origins and the role of the federal government. The evolution of accountability programs at the state level is also considered. Included are brief indications of the directions taken by Pennsylvania, Florida, Colorado, and Michigan.…

The author lists the pros and cons of behavioral objectives and of accountability systems requiring an objectives-based curriculum before presenting some brief notes on the controversy surrounding objectives-based instruction and describing the use of behavioral objectives in certain states. He concludes with nine recommendations concerning the…

The inclusion of students with disabilities in state and district assessments rests on a fundamental belief: all children can learn. This belief centers on all children who receive educational services, even those whose teachers and therapists work with them at home or in the hospital. The purpose of this chapter is to clarify the rationale for…

Uses two sets of survey data from random sample of North Carolina school principals to investigate principals reported behavioral responses to the state's accountability and incentive program. Finds that the state's ABC program is a powerful tool for changing the behavior of school principals in both intended and unintended ways. (Contains 2…

Considered recommendations made by R. Linn (2000) and made a preliminary determination of the degree of cohesion between the Arkansas Comprehensive Testing, Assessment, and Accountability (ACTAAP) program and those recommendations. The ACTAAP appears to be an exemplary program in the early stages of development. (SLD)