The Changing Federal Role in School Accountability

Jacob, Brian A.

doi:10.1002/pam.21975

Cited by 10 publications

(10 citation statements)

References 43 publications

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“…Research on accountability systems also indicates that schools strategically respond to accountability in ways that maximize their school's ratings or insulates them from potential threats and sanctions (Amrein-Beardsley, 2009;Jacob, 2017;Nichols & Berliner, 2007). The ED and Houston Chronicle found that school personnel (e.g., teachers, principals) were not always knowledgeable about identification policies, the appropriate use of RTI, or how other policies like Section 504 fit with IDEA.…”

Section: Discussionmentioning

confidence: 99%

“…Under NCLB, states were required to administer sanctions to districts or schools that did not meet expectations, including: forced reduction in administrative funding, implementation of new curriculum, removal and replacement of personnel, altering governance arrangements, and appointing trustees in place of a school board or superintendent (ED, 2002). State accountability systems are grounded in several assumptions (Hursh, 2005;Jacob, 2017;Lipman, 2004). First, public education's primary goal is student achievement, which can be accurately measured by standardized assessments.…”

Section: Logic and Outcomes Of State Accountability Systemsmentioning

confidence: 99%

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The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

DeMatthews

Knight

2019

EPAA

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State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

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Section: Discussionmentioning

confidence: 99%

Section: Logic and Outcomes Of State Accountability Systemsmentioning

confidence: 99%

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

DeMatthews

Knight

2019

EPAA

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“…for example, the nationally representative results from the National assessment of educational progress (Naep) administered in the usa have been reported in the Nation's report Card for several decades (Haertel, 2016). the system of annual testing and reporting is an example of nation-level accountability, but has also been replicated in every state of usa through state-level annual assessments pushed by the No Child left Behind policy in the early 2000s (Jacob, 2017). these system-wide assessments of students' academic performance are mimicked in national education systems worldwide as well.…”

Section: The Irony Of Externally Driven Internal Accountabilitymentioning

confidence: 99%

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform

Wiseman¹

2018

International Perspectives on Education and Society

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the uk by the Copyright licensing agency and in the usa by the Copyright Clearance Center. any opinions expressed in the chapters are those of the authors. Whilst emerald makes every effort to ensure the quality and accuracy of its content, emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

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“…Finland, Sweden, U.S.A.). The situation in the U.S.A. has been subject to deeper analysis after the 2001 No Child Left Behind Act and its 2015 replacement, Every Student Succeeds Act (see Jacob, ; Joyce, ; Ladd, , and associated discussion).…”

Section: Introductionmentioning

confidence: 99%

Aging effects in public policy making

Mendes

Aleluia

2019

System Dynamics Review

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Administrations in public education can do little besides struggle to balance the number of needed and available teachers. Conventional student-teacher ratios perpetuate trends and are unfit for policy making. Besides lacking a suitable alternative, the Portuguese government was concerned that declining birth rates might make tenured teachers redundant over time. Their hiring policies became gradually more conservative and less transparent, and grievances escalated. An SD model provided rigorous estimates for the number of public grade and secondary teachers needed in each Portuguese school district, per teaching group (science, English, etc.). The model combined a structure of three goal-seeking aging chain arrays. Its results were used to quantify and allocate tenured teacher vacancies in 2015. The model showed that redundancy concerns were unfounded and hiring for all vacancies was justifiable in the future. These results might have been difficult to anticipate by human decision makers because of the delays involved.

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The Changing Federal Role in School Accountability

Cited by 10 publications

References 43 publications

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform

Aging effects in public policy making

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