Fulfilling the Promise of Educational Accountability

When No Child Left Behind (NCLB) was signed into law, the President and secretary of education promised sweeping reform of the American education system. In the five years since the law took effect, U.S. public schools have, indeed, seen remarkable change. However, not all of the changes have been w...

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Veröffentlicht in:Phi Delta Kappan 2007-05, Vol.88 (9), p.702-709
Hauptverfasser: Nelson, Sarah W., McGhee, Marla W., Meno, Lionel R., Slater, Charles L.
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container_end_page 709
container_issue 9
container_start_page 702
container_title Phi Delta Kappan
container_volume 88
creator Nelson, Sarah W.
McGhee, Marla W.
Meno, Lionel R.
Slater, Charles L.
description When No Child Left Behind (NCLB) was signed into law, the President and secretary of education promised sweeping reform of the American education system. In the five years since the law took effect, U.S. public schools have, indeed, seen remarkable change. However, not all of the changes have been well received. Policy makers, scholars, and practitioners alike are increasingly voicing concerns about this comprehensive piece of legislation. As scholars and former public school practitioners, the authors believe that modification of NCLB is warranted. However, the call for change stems not so much from what has occurred in the five years under NCLB as from what the authors have learned in more than 15 years of work within the Texas accountability system. As the state whose reform effort served as the model for NCLB, Texas has much to offer in the debate about school accountability. In particular, examining policies and practices that have worked well in Texas along with those that have proved problematic may shed light on necessary changes for NCLB. In this article, the authors offer the history and lessons of accountability in Texas from the perspective of four individuals who worked within the system from the beginning: (1) the former Texas education commissioner who was one of the architects of the initial reform movement; (2) a former school district superintendent; (3) a former school principal; and (3) a former teacher. They also outline necessary steps to refocus improvement initiatives in Texas (and across the nation) so that they may finally accomplish the promise that was the original vision of the accountability program. (Contains 20 endnotes.)
doi_str_mv 10.1177/003172170708800916
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subjects Academic education
Academic learning
Accountability
Accountability, Texas Style
Administrators
Analysis
Children
Children & youth
Curricula
Curriculum Development
Education
Education law
Education reform
Educational accountability
Educational Administration
Educational Change
Educational History
Educational Improvement
Educational Legislation
Educational Policy
Educational Quality
Educational reform
Elementary schools
Equal Education
Evaluation Methods
Federal Legislation
Government regulation
Interpretation and construction
Law
Laws, regulations and rules
Learning disabilities
Music Education
No Child Left Behind Act
No Child Left Behind Act 2001
Parents & parenting
Physical Education
Principals
Public Schools
Quality of education
State Standards
Student Evaluation
Students
Superintendents
Teachers
Test scores
Texas
title Fulfilling the Promise of Educational Accountability
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