Accountability Policy 2.0: A New Direction of Accountability Policies Based on Every Student Succeeds Act in the U.S.

2021 ◽  
Vol 39 (2) ◽  
pp. 69-94
Author(s):  
Jihyun Kim
Keyword(s):  
Accountability Policy ◽  
Every Student Succeeds Act ◽  
The U.S

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

Assessing state ESSA plans: Innovation or retreat?

2019 ◽  
Vol 101 (2) ◽  
pp. 8-13
Author(s):  
Patrick McGuinn
Keyword(s):  
Department Of Education ◽  
The Political ◽  
Approval Process ◽  
Long Term Effects ◽  
Implementation Challenges ◽  
State Accountability ◽  
Political Spectrum ◽  
Every Student Succeeds Act ◽  
The U.S

Three years after the passage of the Every Student Succeeds Act (ESSA), Patrick McGuinn reviews how the U.S. Department of Education has managed the approval process for state accountability plans, how state plans are shaping up as a result of their newfound flexibility, and what implementation challenges have emerged. States have required multiple iterations to submit plans that the Department of Education would approve, and state plans have met with criticism from multiple quarters and across the political spectrum. Some states have adopted new practices related to testing and which measures to use to assess schools. However, it is not yet clear what the long-term effects that the giving of greater flexibility to the states will have.

School Accountability

2018 ◽  
pp. 520-550
Author(s):  
Morgan Polikoff ◽  
Shira Korn
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
School Accountability ◽  
Unintended Consequences ◽  
Accountability Systems ◽  
Left Behind ◽  
Policy Choices ◽  
Accountability Policy ◽  
Improve Student Achievement ◽  
Every Student Succeeds Act

This chapter summarizes the history and effects of standards-based school accountability in the United States and offers suggestions for accountability policy moving forward. It analyzes standards-based accountability in both the No Child Left Behind Act and the Every Student Succeeds Act, and discusses the effects of accountability systems. The authors argue that school accountability systems can improve student achievement, but that unintended consequences are possible. How accountability systems are designed—the metrics and measures used and the consequences for performance—has both symbolic and practical implications for the efficacy of the system and the individuals affected. Synthesizing what is known about the design of school accountability systems, the authors propose policy choices that can improve the validity, reliability, transparency, and fairness of these systems.

The Every Student Succeeds Act, State Efforts to Improve Access to Effective Educators, and the Importance of School Leadership

2017 ◽  
Vol 53 (5) ◽  
pp. 727-756 ◽  
Author(s):  
Edward J. Fuller ◽  
Liz Hollingworth ◽  
Andrew Pendola
Keyword(s):  
School Leadership ◽  
Effective Teachers ◽  
Teacher Turnover ◽  
Department Of Education ◽  
Principal Turnover ◽  
Instructional Capacity ◽  
School Working Conditions ◽  
Two Factors ◽  
Every Student Succeeds Act ◽  
The U.S

Purpose: Our primary purpose is to examine the degree to which state equity plans identify the distribution of principals and principal turnover as factors influencing three leadership mechanisms that affect student access to effective teachers—namely, hiring of teachers, building instructional capacity of teachers, and managing teacher turnover. Research Design: This study relies on document analyses of 52 plans (50 states, Washington, D.C., and Puerto Rico) submitted by states in 2015 to the U.S. Department of Education. These plans included the identification of root causes of the inequitable access to educators within a state as well as proposed solutions to address the inequitable access. Findings: We found that, while 27% of states mentioned the distribution of principals and 48% of states mentioned principal turnover, less than 10% of states connected these two factors to access to effective teachers for each of the three mechanisms. Furthermore, only three states mentioned that principal turnover is associated with teacher turnover and three states discussed that teacher turnover is heavily influenced by the school working conditions created in large part by the principal. Moreover, we found the U.S. Department of Education and most states did not present data on either the inequitable distribution of principals or principal turnover. Finally, we determined that states frequently mention solutions to improving access to effective educators that are unsupported by research under the Every Student Succeeds Act rules of evidence.

Washington View

2018 ◽  
Vol 99 (6) ◽  
pp. 72-73
Author(s):  
Maria Ferguson
Keyword(s):  
School Choice ◽  
Civil Rights ◽  
Education Policy ◽  
Technical Education ◽  
School Funding ◽  
The Other ◽  
Career Technical Education ◽  
Every Student Succeeds Act ◽  
To Receive ◽  
The U.S

Maria Ferguson suggests that implementation of the Every Student Succeeds Act, school choice, and career technical education will dominate the conversation about education policy in 2018. On the other hand, school funding inequities, as discussed at length in a recent report from the U.S. Commission on Civil Rights, deserve more attention than they are likely to receive.

Historical Introduction

1977 ◽  
Vol 35 ◽  
pp. 2-5
Author(s):  
R. D. Heidenreich
Keyword(s):  
Electron Emission ◽  
Secondary Electron ◽  
Secondary Electron Emission ◽  
50Th Anniversary ◽  
Secondary Emission ◽  
Wave Nature ◽  
Nobel Prize In Physics ◽  
Primary Electrons ◽  
The U.S ◽  
Mutual Agreement

This program has been organized by the EMSA to commensurate the 50th anniversary of the experimental verification of the wave nature of the electron. Davisson and Germer in the U.S. and Thomson and Reid in Britian accomplished this at about the same time. Their findings were published in Nature in 1927 by mutual agreement since their independent efforts had led to the same conclusion at about the same time. In 1937 Davisson and Thomson shared the Nobel Prize in physics for demonstrating the wave nature of the electron deduced in 1924 by Louis de Broglie.The Davisson experiments (1921-1927) were concerned with the angular distribution of secondary electron emission from nickel surfaces produced by 150 volt primary electrons. The motivation was the effect of secondary emission on the characteristics of vacuum tubes but significant deviations from the results expected for a corpuscular electron led to a diffraction interpretation suggested by Elasser in 1925.

Variations in Surface Textures of Quartz Sand using Electron Microscopy

1970 ◽  
Vol 28 ◽  
pp. 494-495
Author(s):  
Eugene J. Amaral
Keyword(s):  
Electron Microscopy ◽  
Glass Industry ◽  
Glass Slide ◽  
Distilled Water ◽  
Early Paleozoic ◽  
Secondary Effects ◽  
Surface Textures ◽  
High Silica ◽  
Sand Deposit ◽  
The U.S

Examination of sand grain surfaces from early Paleozoic sandstones by electron microscopy reveals a variety of secondary effects caused by rock-forming processes after final deposition of the sand. Detailed studies were conducted on both coarse (≥0.71mm) and fine (=0.25mm) fractions of St. Peter Sandstone, a widespread sand deposit underlying much of the U.S. Central Interior and used in the glass industry because of its remarkably high silica purity.The very friable sandstone was disaggregated and sieved to obtain the two size fractions, and then cleaned by boiling in HCl to remove any iron impurities and rinsed in distilled water. The sand grains were then partially embedded by sprinkling them onto a glass slide coated with a thin tacky layer of latex. Direct platinum shadowed carbon replicas were made of the exposed sand grain surfaces, and were separated by dissolution of the silica in HF acid.

The Effects of Estradiol on Chronically Damaged Human Fallopian Tubes: A SEM Study

1985 ◽  
Vol 43 ◽  
pp. 648-649
Author(s):  
A. Toledo ◽  
G. Stoelk ◽  
M. Yussman ◽  
R.P. Apkarian
Keyword(s):  
Menstrual Cycle ◽  
Epithelial Cell ◽  
Secretory Cell ◽  
Estrogen Therapy ◽  
Fallopian Tubes ◽  
Cell Surfaces ◽  
Proliferative Phase ◽  
Cyclic Patterns ◽  
Sem Study ◽  
The U.S

Today it is estimated that one of every three women in the U.S. will have problems achieving pregnancy. 20-30% of these women will have some form of oviductal problems as the etiology of their infertility. Chronically damaged oviducts present problems with loss of both ciliary and microvillar epithelial cell surfaces. Estradiol is known to influence cyclic patterns in secretory cell microvilli and tubal ciliogenesis, The purpose of this study was to assess whether estrogen therapy could stimulate ciliogenesis in chronically damaged human fallopian tubes.Tissues from large hydrosalpinges were obtained from six women undergoing tuboplastic repair while in the early proliferative phase of fheir menstrual cycle. In each case the damaged tissue was rinsed in heparinized Ringers-lactate and quartered.

Antitrust: U.S. Supreme Court Affirms FTC Jurisdiction but Vacates Scope of Analysis on CDA Policy

1999 ◽  
Vol 27 (2) ◽  
pp. 197-198
Author(s):  
Joseph R. Zakhary
Keyword(s):  
Public Relations ◽  
Supreme Court ◽  
Federal Trade Commission ◽  
Ninth Circuit ◽  
Court Of Appeals ◽  
For Profit ◽  
Rule Of Reason ◽  
Antitrust Analysis ◽  
Business Financing ◽  
The U.S

In California Dental Association v. FTC, 119 S. Ct. 1604 (1999), the U.S. Supreme Court reviewed a decision by the U.S. Court of Appeals for the Ninth Circuit that a nonprofit affiliation of dentists violated section 5 of the Federal Trade Commission Act (FTCA), 15 U.S.C.A. § 45 (1998), which prohibits unfair competition. The Court examined two issues: (1) the Federal Trade Commission's (FTC) jurisdiction over the California Dental Association (CDA); and (2) the proper scope of antitrust analysis. The Court unanimously held that CDA was subject to FTC's jurisdiction, but split 5-4 in its finding that the district court's use of abbreviated rule-of-reason analysis was inappropriate.CDA is a voluntary, nonprofit association of local dental societies. It boasts approximately 19,000 members, who constitute roughly threequarters of the dentists practicing in California. Although a nonprofit, CDA includes for-profit subsidiaries that financially benefit CDA members. CDA gives its members access to insurance and business financing, and lobbies and litigates on their behalf. Members also benefit from CDA marketing and public relations campaigns.

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