Accountability in education is meant to insure that schools accomplish their educational mission. Accountability systems consist of four components:
- 1.
Standards—descriptions of what children should know and be able to do.
- 2.
Assessments—measures of how well children perform on the standards.
- 3.
Goals—targets for improvement.
- 4.
Incentives—rewards for good performance and sanctions for performance that does not meet goals.
The notion of accountability comes from accounting, or keeping accurate records of business transactions. Because the concept is actually fairly new in education, schools, districts, and states are feeling their way with respect to the methods and procedures used to assure desired instructional outcomes.
Each state creates curricular standards in major subject areas. Local school districts may also prepare standards. Subject-specific standards are promulgated by national educational groups representing those subjects. For example, the National Council of Teachers of...
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Suggested Reading
Forrest, S. N. (2004). Implications of no child left behind on family literacy in a multicultural community. Clearing House, 78, 41–45.
Hamilton, L., & Stecher, B. (2004). Responding effectively to test-based accountability. Phi Delta Kappan, 85, 578–583.
Sirotnik, K. A. (2002). Promoting responsible accountability in schools and education. Phi Delta Kappan, 83, 662–673.
Suggested Resources
Mid-continent Research for Education and Learning Policy Briefs—http://www.mcrel.org/topics/policyBrief.asp: This website provides policy briefs that discuss national policy issues and their impact on state and local educators.
National Association of School Psychologists Position Statements—http://www.nasponline.org/information/position_paper.html: This NASP website provides NASP position statements on a variety of school related issues.
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Shaftel, J. (2010). Accountability. In: Clauss-Ehlers, C.S. (eds) Encyclopedia of Cross-Cultural School Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71799-9_5
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