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| Series Preface | |
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| Preface | |
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| About the Authors | |
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| Accountability Challenges | |
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| Current Dilemmas in Accountability | |
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| Learning Objectives | |
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| Introduction | |
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| The Emergence of Educational Accountability: Shift in Educational Goals and Expectations | |
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| A Nation at Risk | |
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| The Standards-Based Reform Movement | |
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| Changes in Federal Legislation: The Emergence of Educational Accountability | |
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| Logic of Performance-Based Accountability | |
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| New Leaders Face New Challenges | |
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| Focus on Student Learning | |
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| Instructional Organization and Practices | |
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| School Leaders | |
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| System-Wide Capacity | |
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| Objectives and Organization of the Chapters | |
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| Summary | |
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| Case Studies and Discussion Questions | |
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| Tackling an Impossible Job | |
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| Theory of Action | |
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| The Context of Accountability | |
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| Evolving Public Policy and the Educational-Accountability Context | |
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| Learning Objectives | |
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| Introduction | |
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| Educational Accountability: The Theory of Change | |
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| Reciprocal Accountability | |
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| High-Quality Standards | |
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| Valid and Reliable Assessments | |
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| System of Accountability | |
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| Educational Accountability Defined: Mediating Components | |
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| Educational Roles Change: Lead by Results | |
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| Standards Guide Curriculum, Instruction, and Assessments | |
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| Assessment Results Inform School Improvement | |
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| Reporting, Monitoring, and Sanctions and Support | |
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| Educational Accountability Tools | |
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| Educational Accountability Challenges | |
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| Weak Implementation | |
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| Lack of Organizational Capacity to Reform | |
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| Unintended Consequences of Accountability Sanctions | |
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| Summary | |
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| Commentary and Discussion Questions | |
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| Juggling Accountabilities: The Leaders' Turn | |
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| Changing Expectations for Leadership in Educational Accountability | |
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| Learning Objectives | |
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| Introduction | |
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| Leading by Results Versus Managing by Rules | |
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| Managing by Rules | |
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| Leading by Results | |
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| Knowledge and Skills | |
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| Building Capacity | |
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| Collaborative Inquiry and Reflection | |
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| Share Leadership | |
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| Leadership Theories for Educational Accountability | |
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| Instructional Leadership | |
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| Distributed Leadership | |
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| Transformational Leadership | |
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| Results-Driven Leadership | |
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| Response to New Leadership Expectations | |
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| Summary | |
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| Article and Discussion Questions | |
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| A Challenging Offer for Potential Principals | |
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| Intergovernmental Considerations in Educational Accountability | |
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| Learning Objectives | |
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| Introduction | |
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| Intergovernmental Nature of Education System: Federal, State, and Local Levels | |
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| Federal Level | |
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| State Level | |
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| Local Level | |
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| Changes in Intergovernmental Roles and Responsibilities with Educational Accountability | |
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| Implementation of Educational Accountability in Intergovernmental Context | |
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| Variability in Implementation of Educational Accountability | |
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| Capacity to Implement Educational Accountability | |
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| Educational Accountability Challenges with the Intergovernmental System | |
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| Summary | |
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| Commentary and Discussion Questions | |
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| Accountability Is a Shared Responsibility | |
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| Accountability's Operational Components | |
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| Standards and Expectations | |
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| Learning Objectives | |
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| Introduction | |
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| Educational Accountability: How Standards Function | |
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| Academic Standards | |
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| Performance Standards | |
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| Aligning Standards with Curriculum, Instruction, and Assessment | |
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| Aligning Standards with Curriculum | |
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| Aligning Standards with Instruction | |
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| Aligning Standards with Assessment | |
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| Summary | |
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| Article and Discussion Questions | |
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| States Confront Definition of "Proficient" as They Set the Bar for Lots of New Tests | |
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| Assessment and Measurement of Progress | |
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| Learning Objectives | |
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| Introduction | |
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| Types of Student Assessments | |
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| Norm-Referenced Tests | |
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| Criterion-Referenced Tests | |
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| Formative Assessments | |
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| Testing Issues: Reliability and Validity | |
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| Reliability | |
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| Validity | |
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| Measuring Change in Student Performance | |
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| Measuring Change in Average Achievement | |
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| Measuring Gains in Achievement | |
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| Summary | |
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| Editorial and Discussion Questions | |
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| Stay on Reform Track | |
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| Reporting, Monitoring, and Consequences in Systems of Educational Accountability | |
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| Learning Objectives | |
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| Introduction | |
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| Accountability Systems: Reporting | |
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| Academic Standards, Performance Standards, and Assessments | |
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| Aggregated and Disaggregated Data | |
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| Adequate Yearly Progress | |
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| School Report Cards | |
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| Accountability Systems: Monitoring | |
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| Starting Points | |
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| Intermediate Goals | |
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| Safe Harbor Provision | |
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| Accountability Systems: Consequences | |
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| School Improvement | |
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| Corrective Action | |
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| Restructuring | |
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| Summary | |
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| Commentary and Discussion Questions | |
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| Subgroup Reporting and School Segregation: An Unhappy Pairing in the No Child Left Behind Equation | |
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| Leadership Accountability Tools | |
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| Using Student- and School-Performance Indicators | |
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| Learning Objectives | |
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| Introduction | |
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| Conditions Necessary for Making Effective School-Improvement Decisions | |
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| Environment Conducive to Inquiry and Reflection | |
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| Types of Data-Driven Decisions | |
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| Decision-Making Process for School Improvement | |
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| Collect Data from Multiple Sources | |
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| Conduct Needs Assessment | |
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| Set Goals for Improvement | |
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| Adapt Instructional Practices | |
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| Evaluate Impact of Decisions | |
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| Summary | |
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| Article and Discussion Questions | |
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| Benchmark Assessments Offer Regular Checkups on Student Achievement | |
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| Professional Development and Educational Accountability | |
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| Learning Objectives | |
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| Introduction | |
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| Effective Professional-Development Strategies | |
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| Problems with Traditional Professional Development | |
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| Research on Effective Professional-Development Strategies | |
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| System-Wide Professional Development | |
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| Professional Development and Educational Accountability: Create Opportunities for Teacher Collaboration | |
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| Professional Learning Communities | |
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| Peer Coaching | |
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| Summary | |
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| Commentary and Discussion Questions | |
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| To Improve Schools, Focus on Teachers | |
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| No Child Left Behind Act of 2001 | |
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| A Nation at Risk | |
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| Colorado Legislation to Provide Exemptions for No Child Left Behind Assessments | |
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| School Leaders Licensure Assessment (1010) | |
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| Interstate Leaders Licensure Consortium (ISLLC) Indicators | |
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| NEA Lawsuit against Unfunded Mandates of No Child Left Behind | |
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| Tennesee Language Arts Curriculum Standards for Reading, Eighth Grade | |
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| Glossary | |
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| Bibliography | |
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| Index | |