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Search returned 192 results using Keywords: "Accountability and Productivity (K-12)"

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1. Achieve. American Diploma Project Network: State Profiles.
Every state faces unique challenges and has unique solutions for improving high schools.
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2. Achieve. 2008. Out of many, one: Toward rigorous common core standards from the ground up.
This report presents an analysis of the college- and career-ready standards for English in 12 states and for mathematics in 16 states. Findings describe what has been learned from the work of these leading states.
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3. Achieve, Inc. 2008. Closing the expectations gap, 2008.
Achieve, Inc.’s recent report, Closing the Expectations Gap 2008 is the latest of its annual 50-state progress report on the alignment of high school policies with the demands of college and careers.
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4. Achieve, Inc. Achieve Standards Alignment Tool.
State departments of education and school district personnel can use this tool to determine the extent to which objectives for mathematics courses actually address the full range of content needed for success after high school. In addition, this tool may have broader applications.
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5. Achieve, Inc. 2007. Aligned expectations: A closer look at college admissions and placement tests.
Some states seeking to raise high school standards have begun using college admissions and placement tests as high school graduation exams. This study from Achieve is designed to help inform policymakers’ decisions about if, and how, to incorporate admissions and placements tests into state K-12 assessment and accountability systems.
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6. Achieve, Inc. 2010. On the road to implementation: Achieving the promise of the common core state standards.
Achieve’s “On the Road to Implementation: Achieving the Promise of the Common Core State Standards” seeks to identify the key areas that state policymakers will need to consider to implement the new Common Core state standards with fidelity.
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7. Achieve, Inc. 2009. Race to the Top: Accelerating college and career readiness in states: Low-performing schools.
States seeking to prepare all high school graduates for college and careers need a strategy for responding to their lowest performing high schools, which are responsible for a disproportionate number of students who graduate unprepared for what’s ahead.
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8. Achieve, Inc. 2009. Race to the Top: Accelerating college and career readiness in states: P-20 longitudinal data systems.
The Race to the Top (RTTT) competition asks states to continue making substantial progress in the quality of their longitudinal data systems, and, significantly, to dramatically improve their ability to use longitudinal data to inform policy and practice from the classroom to the state house. Today, too few states collect, meaningfully report, and use data to inform public discourse about students’ preparation for college and careers.
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9. Achieve, Inc. 2009. Race to the Top: Accelerating college and career readiness in states: Sustaining the Race to the Top reforms.
The Race to the Top application process encourages states to look across their education system, evaluate what has been working, determine where further efforts are needed, and take a long view toward creating an innovative and comprehensive system of reforms that are both successful and sustainable.
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10. Achieve, Inc. 2009. Race to the Top: Accelerating college and career readiness in states: Teacher effectiveness.
To make dramatic improvements in all students’ preparation for college and careers, states need thoughtful, intentional human capital strategies that get the right teachers in the right places in the right subjects.
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11. Achieve, Inc. 2010. State college- and career-ready high school graduation requirements comparison table.
This publication offers a comparison table of state graduation requirements.
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12. Achieve, Inc. American Diploma Project Network. 2006. Preparing today's high school students for tomorrow's opportunities.
This brochure describes the American Diploma Project (ADP) Network and describes the urgent need for improvements to the U.S. educational pipeline to ensure all students are adequately prepared for the demands of the twenty-first century workplace.
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13. Achieve, Inc. and the Charles A. Dana Center . Mathematics benchmarks grades K-12.
The American Diploma Project (ADP) benchmarks for the end of high school describe the skills students need for success in postsecondary education and the workplace. This site provides benchmarks for K-12 that detail the content and skills students need to master in order to meet the ADP benchmarks.
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14. Achieve, Inc. and The Education Trust. 2008. Making college and career readiness the mission for high schools: A guide for state policymakers.
This policy guide distills some of the key lessons from high school reform efforts to date, along with the input of an advisory group of national, state, and local education leaders.
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15. Achieve, Inc., and Jobs for the Future. 2006. Moving Indiana forward: High standards and high graduation rates.
a dual agenda of high standards and high graduation rates. This report presents findings and recommendations from a policy analysis centered on three major areas to improve both proficiency and diploma attainment: data and accountability; interventions in the high schools losing the most students; and quality pathways to graduation.
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16. ACT, Inc. 2005. Do Current State Standards and Assessments Reflect College Readiness?: A Case Study.
This study examines the disconnect between passing grades and preparation for work and college.
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17. Afterschool Alliance. Afterschool Alliance.
The Afterschool Alliance is working to ensure that all children have access to affordable, quality afterschool programs. Afterschool programs are critical to children and families today, yet the need for programs is far from being met.
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18. Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S. 2010. Achieving dramatic school improvement: An exploratory study.
This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period.
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19. Aldeman, C. 2010. College- and career-ready: Using outcomes data to hold high schools accountable for student success.
The goal of helping all students become college- and career-ready has become a focal point of American education. But most high school accountability systems are lagging behind, failing to recognize college- and career-ready goals. Most high schools are rated on only two measures: graduation rates and student scores on basic skills tests given in a single year (usually ninth or 10th grade). Fortunately, a growing number of states have the tools to do better.
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20. Aldeman, C. 2010. College- and career-ready (video presentation): Giving students extra support to meet standards in challenging academic and career courses. .
In this video, Policy Analyst Chad Aldeman explains the limitations of current accountability measures and discusses specific examples of schools whose NCLB performance does not reflect their students' post-high-school performance.
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21. Alliance for Excellent Education. 2010. Call for action: Transforming teaching and learning to prepare high school students for college and careers.
The need for new forms of schooling with a learner-centered focus underlies the urgency to retool and enhance the systems that are used to leverage improvements in teaching and learning. In order to transform education at this most fundamental level, policy leaders and educators must focus on crafting integrated systems for defining and developing teacher effectiveness.
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22. Alliance for Excellent Education. 2010. Don't leave accountability behind: A call for ESEA reauthorization.
This report describes four distinct reasons ESEA reauthorization is necessary to support long-term reform and ensure strong accountability for student outcomes and improvement.
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23. Alliance for Excellent Education. 2008. Every student counts: The case for graduation rate accountability.
This report emphasizes the importance of including measurement of graduation rates in school accountability systems, summarizes such shortcomings in the No Child Left Behind Act, and calls on policymakers to take action on four specific recommendations designed to address the unintended consequences of weak graduation rate accountability.
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24. Alliance for Excellent Education. 2008. From No Child Left Behind to Every Child a Graduate.
In this report, the Alliance for Excellent Education calls on policymakers, officials, educators, and other stakeholders to put appropriate federal policies—which support and/or encourage good practice at every educational level—into place and to coordinate and align them across local, state, and federal levels to address lack of preparation and the dropout crisis in U.S. high schools. Only then can a comprehensive national solution to the crisis in America’s high schools be achieved.
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25. Alliance for Excellent Education. 2007. In need of improvement: NCLB & high schools.
This article describes the No Child Left Behind (NCLB) law and its shortcomings in relation to improving the current state of affairs in America's high schools.
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26. Alliance for Excellent Education. 2008. Measuring and improving the effectiveness of high school teachers.
This issue brief suggest that the best way to improve teacher effectiveness is to provide teachers with support and guidance that are grounded in effectiveness—that is, which uses effectiveness data to enhance professional development and teacher education, strengthen evaluations and career development, and revamp accountability policies to reward and encourage student learning.
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27. Alliance for Excellent Education. 2010. The case to adopt common college- and career-ready standards (state cards).
The attached profiles of the fifty states capture some of the data relevant to the need for improved standards and assessments in the United States and the potential benefits of educating all students to meet the common college- and career-ready core standards.
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28. Alliance for Excellent Education. 2010. The linked learning approach: Building the capacity of teachers to prepare students for college and careers.
Following decades of failure, the nation is charging full-steam ahead with efforts to transform American high schools, with the goal of preparing all students for the rigors of both college and careers. Yet in order to transform the classroom experience for high school students to create a college- and career-ready focus, equal attention must be paid to transforming the way teachers are prepared to lead their classrooms.
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29. Barone, C. 2010. Are we there yet? What policymakers can learn from Tennessee's growth model.
Tennessee was one of the first seven states approved to implement a new school-rating system under a pilot program, which permits schools to comply with NCLB's adequate yearly progress requirement by having their students make enough progress each year to ensure that they meet a state-defined definition of proficiency within three or four years-a concept known in education circles as "growth-to-proficiency."
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30. Barton, P. 2009. National education standards: Getting beneath the surface.
This report will discuss issues involved in the debate over whether the United States should have national education standards, what must be considered in creating such standards, what problems must be addressed, and what trade-offs might be required among conflicting objectives.
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31. Barton, P., and Coley, R. 2010. The black-white achievement gap: When progress stopped.
The report traces the Black-White educational achievement and attainment gaps back to the early 20th century and presents a variety of data in an effort to understand why the gaps stopped closing over the last several decades.
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32. Beesley, A., Moore, L., and Gopalani, S. 2010. Student mobility in rural and nonrural districts in five Central region states.
This report describes the extent and distribution of student mobility in five Central Region states.
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33. Bill and Melinda Gates Foundation. 2010. Fewer, clearer, higher: Moving forward with consistent, rigorous standards for all students.
The new Common Core State Standards establish what students at every grade level need to know on their way to graduating high school prepared for college or the workplace.
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34. Bill and Melinda Gates Foundation. 2010. This school works for me: Creating choices to boost student achievement: A guide for America's leaders.
This guide synthesizes lessons learned from some of the nation’s largest school districts: how to identify students at-risk of dropping out, provide a mix of school and program choices to get students back on track for a diploma, and manage the change process inherent in improving student achievement at scale.
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35. Bill and Melinda Gates Foundation. 2010. This school works for me: Creating choices to boost student achievement: A guide for data analysts.
This guide synthesizes lessons learned from some of the nation’s largest school districts about critical analytics that can be useful in making decisions about school improvement.
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36. Bill and Melinda Gates Foundation. 2010. This school works for me: Creating choices to boost student achievement: An implementation guide for school district administrators .
This guide synthesizes lessons learned from some of the nation’s largest school districts on improving student achievement at scale to provide tools and strategies that address six key questions. The guide is part of a series that includes a leadership guide with a 30,000-foot overview of what’s needed to turn the dropout tide, and an analyst guide offering guidance on the data analysis needed to support decision-making along the way.
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37. Bill and Melinda Gates Foundation. 2010. Working with teachers to develop fair and reliable measures of effective teaching.
The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts—information that will help them build fair and reliable systems for teacher observation that can be used for a variety of purposes, including feedback,development, and continuous improvement.
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38. Bireda, S. 2010. Devil in the details: An analysis of state teacher dismissal laws.
The teacher dismissal process, once largely unexamined, is quickly becoming a hotly debated area of education policy. The push for dismissal reform comes as districts across the country focus on improving human capital systems. Districts recognize that an inability to dismiss poor-performing teachers undermines efforts to ensure that every student is taught by a highly effective instructor.
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39. Bireda, S. 2010. Education reform 101: A primer on the new Elementary and Secondary Education Act (ESEA).
The Obama administration recently released its “Blueprint for Reform,” an outline of its proposal for the reauthorization of the Elementary and Secondary Education Act. The “blueprint” suggests a number of significant revisions to the current iteration of the law, the No Child Left Behind Act.
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40. Bloom, H., Thompson, S., Unterman, R., Herlihy, C., and Paine, C. 2010. Transforming the high school experience: How New York City's new small schools are boosting student achievement and graduation rates.
This report presents encouraging findings, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students.
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41. Brinson, D., and Rhim, L. 2009. Breaking the habit of low performance: Successful school restructuring stories.
This report provides five brief profiles of schools that dramatically improved student performance and successfully restructured under federal accountability systems. Three of the five districts replaced the principal, one replaced targeted staff, and one hired additional staff to support the improvement efforts.
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42. Burch, P. 2010. Managing contracts for educational equity: Emerging trends and issues.
As private firms make billions of dollars from contracts providing tutoring, curriculum, and test prep services, they remain outside the purview of current accountability schemes, and there are no safeguards in place to ensure equity for minority students, economically disadvantaged students, and English language learner populations. This paper describes current developments underway in the private market for K-12 services and identifies strategies that school districts can use to structure relationships with private providers.
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43. Byrnes, V., and Ruby, A. 2007. Comparing achievement between K-8 and middle schools: A large empirical study.
The authors of this study conclude that while K-8 schools do perform better in terms of student achievement, the advantage exists for several reasons and may not be easily replicated or represent a solution to the problem of low achieving schools and students in large urban public school districts that serve high-minority and low-poverty student populations.
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44. Calkins, A., Guenther, W., Belfiore, G., and Lash, D. 2007. The turnaround challenge: Why America's best opportunity to dramatically improve student achievement lies in our worst-performing schools.
This report examines the widespread failure of efforts to improve the nation's lowest performing schools, and offers detailed recommendations to "turn around" low-performing schools.
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45. Campaign for High School Equity. 2010. Effective teaching: A key to success for all high school students .
Given the demonstrated impact that effective teachers can have on student outcomes, the Campaign for High School Equity (CHSE) asserts that it is critical that all students, especially those most at risk of dropping out of high school-including students of color and Native American students-have access to effective teachers.
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46. Carey, J., Dimmit, C., and House, R. 2003. The ASCA national model.
This presentation summarizes the American School Counselor Association's model for data-driven school counseling and guidance practices.
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47. Carey, K. 2007. The Pangloss Index: How states game the No Child Left Behind Act.
The states and districts examined in this report provide a case study in how determined states can undermine even tightly constructed laws like No Child Left Behind (NCLB), and provide a cautionary tale for members of Congress working to write the next version of the nation's most important education law.
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48. Carmichael, S., Martino, G., Porter-Magee, K., and Wilson, W. 2010. The state of state standards - and the Common Core - in 2010.
The K-12 academic standards in English language arts (ELA) and math produced in June 2010 by the Common Core State Standards Initiative are clearer and more rigorous than today’s ELA standards in 37 states and today’s math standards in 39 states, according to the Fordham Institute’s newest study.
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49. Center on Education Policy. 2007. Answering the question that matters most: Has student achievement increased since No Child Left Behind?.
This study evaluates the effectiveness of the No Child Left Behind Act by assessing the extent to which student achievement has increased and achievement gaps have narrowed since the enactment of NCLB in 2002.
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50. Center on Innovation and Improvement. Center on Innovation and Improvement.
The Center on Innovation & Improvement supports regional centers in their work with states to provide districts, schools, and families with the opportunity, information, and skills to make wise decisions on behalf of students.
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51. Center on Instruction. Center on Instruction: Response to Intervention (RTI) resources.
This webpage compiles resources on Response to Intervention (RTI).
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52. Christie, K. 2007. The state role in accelerating student growth in low-performing high schools.
This paper examines what has been learned from research into state intervention in low-performing school districts and looks at the subsequent implications for state policy.
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53. Chudowski, N., Chudowski, V., and Kober, N. 2009. State test score trends through 2007-08: Has progress been made in raising achievement for students with disabilities?.
Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.
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54. Cline, F., Myung-in Kim, Yepes-Baraya, M., Whitman, N., and Burton, N. 2003. Minority student success: The role of teachers in Advanced Placement Program (AP) courses.
This report describes the characteristics and teaching behaviors of those successfully teaching AP Calculus AB and AP English Literature and Composition to underrepresented minority students. The purpose of the study is to assist educators in improving the participation and performance of underrepresented minority students in AP classes.
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55. Cneter for American Progress. 2010. Expanded learning time by the numbers: The traditional school calendar is failing to meet many students' needs.
Some schools serving large concentrations of low-income and minority students have dramatically improved student achievement by increasing instructional time in the form of a longer school day, week, or year for all students. Schools that expand learning time formally incorporate traditional out-of-school activities such as the arts and service opportunities into the o?cial school calendar so all students, including those living in the highest poverty, have access to them.
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56. Coggshall, J., Ott, A., and Lasagna, M. Retaining teacher talent: Convergence and contradictions in teachers' perceptions of policy reform ideas.
This report suggests that what teachers think are good indicators of effectiveness—and what they think will make them more effective—are not always aligned with what policymakers or researchers think.
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57. College Board. 2006. Creating a college-going culture guide.
Promoting a college-going culture in high schools benefits both the students and the schools, improving preparation, college access, and college attendance rates among students and helping schools to achieve goals and improve accountablity.
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58. College Board. No child left behind: What it means for parents.
This webpage offers an explanation of the implications of the No Child Left Behind Act.
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59. College Board National Office for School Counselor Advocacy. 2009. Finding a way: Practical examples of how a principal-counselor relationship can lead to success for all students.
The College Board’s National Office for School Counselor Advocacy has joined with the National Association of Secondary School Principals and the American School Counselor Association —the preeminent organizations in their fields — to find what makes effective principal-counselor relationships work (or not).
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60. College For Every Student. College For Every Student.
College For Every Student is a nonprofit organization committed to raising the academic aspirations and performance of underserved youth so that they can prepare for, gain access to, and succeed in college.
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61. Commission on No Child Left Behind. 2007. Beyond NCLB: Fulfilling the promise to our nation's children.
The Aspen Institute formed the independent "Commission on No Child Left Behind" to identify the law's successes, challenges, and problems. The Commission's report recommends a number of changes to make sure high school students not only graduate, but do so with the skills they need to success in higher education and the workplace.
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62. Committee for Economic Development (CED). Committee for Economic Development (CED).