Multiple Measures Accountability Systems: A Perspective from Vermont.
Saved in:
| Title: | Multiple Measures Accountability Systems: A Perspective from Vermont. |
|---|---|
| Alternate Title: | Sistemas de responsabilidad multi-perspectiva: Una perspectiva de Vermont. Sistemas de responsabilidade multi-perspectiva: Uma perspectiva de Vermont. |
| Authors: | Fowler, Amy1 amy.fowler@vermont.gov |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 1/29/2018, Vol. 26 Issue 7-16, p1-8. 8p. |
| Subject Terms: | *Educational accountability, *Education policy, *School districts, *School improvement programs, Investments |
| Abstract (English): | In response to Bae's (2018) Redesigning systems of school accountability: A multiple measures approach to accountability and support, this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators, policymakers, and the public. Using examples from Vermont, the author highlights the need for: (1) states and districts to make accountability part of their core statement of values, with a focus on why certain measures are selected, not what measures are selected; and (2) reciprocal accountability through better collaborations between federal, state and local actors to identify and fund the best investments for education. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En respuesta a Bae's (2018) "Rediseñando los Sistemas de Responsabilidad Escolar," este comentario amplía algunas consideraciones clave para los estados y distritos escolares que buscan diferentes formas de apoyar la mejora escolar mientras que también abordan la competencia las demandas de los educadores, los políticos y el público. Usando ejemplos de Vermont, el autor destaca la necesidad de: (1) que los estados y distritos hagan que la rendición de cuentas sea parte de su declaración de valores central, con un enfoque en por qué se seleccionan ciertas medidas, no qué medidas se seleccionan; y (2) responsabilidad recíproca a través de mejores colaboraciones entre los actores federales, estatales y locales para identificar y financiar las mejores inversiones para la educación. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Em resposta aos "Redesenhando Sistemas de Responsabilidade Escolar" de Bae (2018), este comentário amplia algumas considerações importantes para estados e distritos escolares que procuram diferentes maneiras de apoiar a melhoria escolar, ao mesmo tempo em que abordam as demandas dos educadores, políticos e público. Usando exemplos de Vermont, o autor destaca a necessidade de: (1) que os estados e os distritos tornem a responsabilidade parte da sua declaração básica de valores, com foco em por que certas medidas são selecionadas, e não o que medidas selecione; e (2) responsabilidade recíproca através de melhores colaborações entre atores federais, estaduais e locais para identificar e financiar os melhores investimentos para a educação. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | In response to Bae's (2018) Redesigning systems of school accountability: A multiple measures approach to accountability and support, this commentary expands on some key considerations for states and school districts as they seek different ways to support school improvement while also addressing the competing demands of educators, policymakers, and the public. Using examples from Vermont, the author highlights the need for: (1) states and districts to make accountability part of their core statement of values, with a focus on why certain measures are selected, not what measures are selected; and (2) reciprocal accountability through better collaborations between federal, state and local actors to identify and fund the best investments for education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.26.3642 |
