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Educational Foundations, v18 n3-4 p59-79 Sum-Fall 2004

In this article, the author evaluates the policy choices sanctioned by state systems of performance-based accountability. She notes how first-generation models of educational accountability were mainly bureaucratic and regulatory in nature and how the accountability movement of the 1970s and 1980s evidenced a shift from an emphasis on rules to a focus on results. She explores how key components and mechanisms of both the No Child Left Behind Act and various state accountability policies illuminate the fundamental means by which schools are evaluated and held accountable. She concludes with a discussion of the policy options available to policy makers of such systems and puts forth a set of recommendations most likely to effect improvement in schools. (Contains 1 table and 18 notes.)

Descriptors: Accountability, Federal Legislation, Educational Policy, Models, Public Schools, School Districts, Academic Standards, Performance Based Assessment, Academic Achievement

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Autor: Cobb, Casey D.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4740&id=EJ739893







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