school accountability
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2021 ◽  
pp. 107-126
Author(s):  
Jason Burns ◽  
Katharine O. Strunk

2021 ◽  
pp. 089590482110494
Author(s):  
Jaymes Pyne ◽  
Eric Grodsky ◽  
Elizabeth Vaade ◽  
Bo McCready ◽  
Eric Camburn ◽  
...  

State and national school accountability policies situate preventing chronic absenteeism on par with meeting state standardized test benchmarks. We question relying on school attendance as both a component of accountability policies and a means of enhancing equity in schools. Our research suggests out-of-school factors unrelated to missed instruction account for most of the associations between absences and test score achievement—with unexcused absences driving those associations. Excessive absences—and particularly unexcused absences—don’t harm students mainly through missed instruction. Instead, they reflect out-of-school harms students endure that have produced inequalities for years—and will continue to do so even if students show up or parents call in.


Author(s):  
Simon Burgess ◽  
Ellen Greaves

School choice and accountability are both mechanisms initially designed to improve standards of education in publicly provided schools, although they have been introduced worldwide with alternative motivations such as to promote equality of access to “good” schools. Economists were active in the initial design of school choice and accountability systems, and continue to advise and provide evidence to school authorities to improve the functioning of the “quasi-market.” School choice, defined broadly, is any system in which parents’ preferences over schools are an input to their child’s allocation to school. Milton Friedman initially hypothesized that school choice would increase the diversity of education providers and improve schools’ productivity through competition. As in the healthcare sector and other public services, “quasi-markets” can respond to choice and competition by improving standards to attract consumers. Theoretical and empirical work have interrogated this prediction and provided conditions for this prediction to hold. Another reason is to promote equality of access to “good” schools and therefore improve social mobility. Rather than school places being rationed through market forces in the form of higher house prices, for example, school choice can promote equality of access to popular schools. Research has typically considered the role of school choice in increasing segregation between different groups of pupils, however, due to differences in parents’ preferences for school attributes and, in some cases, the complexity of the system. School accountability is defined as the public provision of school-performance information, on a regular basis, in the same format, and using independent metrics. Accountability has two functions: providing incentives for schools, and information for parents and central authorities. School choice and accountability are linked, in that accountability provides information to parents making school choices, and school choice multiplies the incentive effect of public accountability. Research has studied the effect of school accountability on pupils’ attainment and the implications for teachers as an intermediate mechanism.


Author(s):  
Joan Deocareza Rural Et. al.

The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.


2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Victoria Restler

This article describes a visual ethnographic intervention at a New York City public school. The intervention and the images that resulted—a series of life-size red wax rubbings on paper—work in relation to visual discourses and dynamics of contemporary school accountability. In the article, the author situates the images and image-making in the context of her broader multimodal qualitative study on teachers’ invisible labor in urban schools. The author makes sense of this visual ethnographic intervention through a series of three conceptual dyads: witnessing/ evidence; positionality/ art; and intimacy/ “tactile epistemology,” (Marks 2000).  


Author(s):  
. Nuryani ◽  
Enung Hasanah ◽  
Suharsimi Arikunto ◽  
Hendro Widodo

School-Based Management (SBM) is implemented with the principles of independence, cooperation, participation, openness and school accountability; however, the application of SBM in each school is different. SMP Muhammadiyah 2 Kalasan Sleman Yogyakarta is one of the schools implementing SBM. This phenomenon has prompted research on the implementation of school-based Management at SMP Muhammadiyah 2 Kalasan Sleman Yogyakarta. The purpose of this study was to determine the level of school independence, the level of school cooperation, the form of stakeholder participation, the level of school openness, and the level of school accountability in the application of school-based Management at SMP Muhammadiyah 2 Kalasan. We used a non-experimental quantitative research method with a descriptive approach to explore the implementation of school-based Management at SMP Muhammadiyah 2 Kalasan Sleman Yogyakarta . Participants in this study consisted of 40 people. The data collection process was carried out through questionnaires, interviews and documentation. The results showed that the implementation of school-based Management at SMP Muhammadiyah 2 Kalasan was in a suitable category as indicated by; (1) school independence has been running well (2) school cooperation, namely cooperation between school members and with parties outside the school is well established (3) forms of participation of stakeholders (government, community, and school residents), namely in the form of financial support, material support/facilities, thought support, and personnel support in good category; (4) school openness has been running well, and (5) school accountability has gone well by providing responsibility for the process and results of program implementation as well as school finances to school members, school committees, foundations and the government. Based on the results of this study, it is suggested for other schools in Indonesia that implement school-based management to make school independence, school cooperation, and the ability of schools to increase community participation as the foundation for implementing school-based management to build better school quality.


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