School Accountability

School Accountability

Editors: Williamson M. Evers, Herbert J. Walberg
ISBN: 978-0-8179-3882-6
Publication Date: 4/25/2002
Pages: 198

Although educators and school boards sometimes resist the idea, accountability is sorely needed in America's schools. Our students are falling behind those in other countries, yet compared to their foreign counterparts, our schools remain subject to little accountability. The U.S. school system lacks the marketplace accountability of schools competing with one another and the further accountability of large-scale examination systems, both of which are associated with high achievement. It is clear that after a quarter century of poor progress in educational productivity, the time has come for high academic standards and accountability.

This book brings together a group of expert authors from a wide range of perspectives—history, economics, political science, and psychology—to reveal what is known about accountability, what still needs to be learned, what should be done right now, and what should be avoided in devising accountability systems. The authors dispel common myths about accountability and show that it indeed offers the best hope for improving our public schools. Their contributions include the history behind the ongoing conflict between educators and policymakers over testing and accountability, a review of various combinations of accountability schemes that work best together and those that do not, and an analysis of the costs of accountability, which shows that it is one of the most cost-effective of all school reforms. They offer a comparison of accountability in three states with relatively strong systems—California, Texas, and Florida—revealing how it works in practice. And they examine the specific features needed in effective accountability systems, providing examples of consumer-friendly reporting of results from actual accountability systems.


Full-text PDF versions of each chapter can be accessed below by clicking on the desired chapter title. (PDF files require Adobe Reader. If you do not already have this software installed, click here to download it for free at the Adobe web site.)

Copyright © 2002 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.

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Herbert J. Walberg

Herbert J. Walberg, a distinguished visiting fellow at the Hoover Institution and a member of the Koret Task Force on K-12 Education, is a University Scholar at the University of Illinois at Chicago. His research focuses on educational productivity and human accomplishments.

continued




Williamson M. Evers

Williamson M. Evers, a research fellow at the Hoover Institution and a member of the Institution’s Koret Task Force on K–12 Education, specializes in research on education policy especially as it pertains to curriculum, teaching, testing, accountability, and school finance from kindergarten through high school. Evers was the U.S. assistant secretary of education for planning, evaluation, and policy development from 2007 to 2009. He was a senior adviser to U.S. secretary of education Margaret Spellings during 2007. From July to December 2003, Evers served in Iraq as a senior adviser for education to Administrator L. Paul Bremer of the Coalition Provisional Authority.continued




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The Hoover Institution gratefully acknowledges the following individuals and foundations for their significant support of the
 
Initiative on
American Public Education
 
KORET FOUNDATION
TAD AND DIANNE TAUBE
LYNDE AND HARRY BRADLEY FOUNDATION
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JERRY AND PATTI HUME
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The Hoover Institution gratefully acknowledges generous support from
 
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and Cornerstone gifts from
 
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TABLE OF CONTENTS


Foreword
John Raisian
vii

 

Introduction and Overview
Williamson M. Evers & Herbert J. Walberg
1

 

Testing and Accountability, Historically Considered
Diane Ravitch
9

 

Real Accountability in K–12 Education
The Marriage of Ted and Alice
Chester E. Finn, Jr.
23

 

The Cost of Accountability
Caroline M. Hoxby
47

 

Sorting Out Accountability Systems
Eric A. Hanushek & Margaret E. Raymond
75

 

State Accountability Systems
Lance T. Izumi & Williamson M. Evers
105

 

Principles for Accountability Designs
Herbert J. Walberg
155

 

Contributors 185
Index 189

The Hoover Institution on War, Revolution and Peace, founded at Stanford University in 1919 by Herbert Hoover, who went on to become the thirty-first president of the United States, is an interdisciplinary research center for advanced study on domestic and international affairs. The views expressed in its publications are entirely those of the authors and do not necessarily reflect the views of the staff, officers, or Board of Overseers of the Hoover Institution.

www.hoover.org

Hoover Institution Press Publication No. 512

Copyright © 2002 by the Board of Trustees of the Leland Stanford Junior University

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.

First printing, 2002 07 06 05 04 03 02

Manufactured in the United States of America.

9 8 7 6 5 4 3 2 1

The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI

Z39.48–1984.

Library of Congress Cataloging-in-Publication Data

School accountability: an appraisal by the Koret Task Force on K–12 Education / edited by Williamson M. Evers and Herbert J. Walberg. p. cm. -- (Hoover Institution Press publication ; 512) Includes bibliographical references (p. ) and index.

ISBN 0-8179-3882-6 (alk. paper)

1. Educational accountability--United States. I. Evers, Williamson M., 1948- II. Walberg, Herbert J., 1937- III. Koret Task Force on K–12 Education. IV. Series.

LB2806.22 .S36 2002 379.1’58--dc21

2002001172

 



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