Accountability for Schools

Paper Summary:

The paper discusses the accountability movement in schools, which is a relatively recent trend that associates reward and praise with success on exit data. The paper refers to the No Child Left Behind Act, which is a federal guideline of requirements that offer incentives as well as punishments for failures in the data. The paper discusses the arguments about the use of high-stakes testing but points out that data is not simply one set of test scores; creative ways to create and use data can be accomplished in any learning environment to help reward learners as well as call attention to their individual needs.

From the Paper:

"Educators and school administrators are continually being asked to master a new set of skills with relation to understanding and hopefully improving the school environment within which they work, but more importantly the ability of the students whom they work with. The development of the accountability movement has led to a distinct emphasis on data as a rich source of solutions for whatever ails the school. With careful interpretation of the data on the part of the administrators and other educators the school will learn what can be done to strengthen such weaknesses, as are found in the date and develop better strategies to achieve greater success. This in turn means better data, at which point the process begins all over again with a new set of data for a different period."

Sample of Sources Used:

• Bon, Susan C., Susan C. Faircloth, and Gerald K. Letendre. "The School Violence Dilemma: Protecting the Rights of Students with Disabilities While Maintaining Teachers' Sense of Safety in Schools." Journal of Disability Policy Studies 17.3 (2006): 148.
• Harris, Alma. School Improvement: What's in It for Schools?. London: Routledge, 2002.
• Henry, Gary T. "Community Accountability: A Theory of Information, Accountability, and School Improvement." Phi Delta Kappan 78.1 (1996): 85.
• Inman, Duane, and Leslie Marlow. "Teacher Retention: Why Do Beginning Teachers Remain in the Profession?." Education 124.4 (2004): 605.
• Kaufhold, John A., Velma G. Alverez, and Mitylene Arnold. "Lack of School Supplies, Materials and Resources as an Elementary Cause of Frustration and Burnout in South Texas Special Education Teachers." Journal of Instructional Psychology 33.3 (2006): 159.

More papers on Accountability for Schools:

• Argumentative Essay # 103920 : "Accountability for Education"
• Term Paper # 62237 : "Accountability in U.S. Schools"
• Research Proposal # 58845 : "Pay for Performance"

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