Tag » accountability

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  A checklist for improving your annual performance report for indicator 13

  1/1/07 - National Secondary Transition Technical Asssistance Center,

  The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13.

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

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  A guide to analyzing data from the Family Outcomes Survey

  1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

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  A plan for success: Communities of color define policy priorities for high school reform

  1/1/07 - Campaign for High School Equity,

  This is the Campaign for High School Equity’s inaugural publication. It “makes a compelling case for the need to invest in high schools and provides a blueprint for meaningful reform.” Its recommendations include a call to: (a) make all students proficient and prepared for college and work; (b) hold high schools accountable for student success; (c) redesign the American high school; (d) provide students with the excellent leaders and teachers they need to succeed; and (e) provide...

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/1/09 - Elizabeth Kozleski, Amanda Sullivan

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Wisconsin

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  Accounting for resource use at the school-level and below: The missing link in education administration and policy making

  1/1/09 - Dwight Denison, Leanna Stiefel, William Hartman, Michele Moser Deegan

  "In this paper, we analyze the challenges involved in establishing a system to track costs at the school, grade, and subject level that will fit the needs of both internal and external users. To begin, we review the literature on cost accounting that is relevant to micro-level costs and the research that analyzes sub-district level resources. Next, we describe general challenges that arise in reporting at the level of the school and below and we then discuss school-level reporting in...

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  Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results

  1/1/09 - Debra Albus, Martha Thurlow, Chris Bremer

  The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of...

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  After-school programs and academic impact

  1/1/07 - Robert Goerge, Gretchen Cusick, Miriam Wasserman, Robert Gladden

  The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM’s contribution to the positive outcomes...

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  Age-appropriate transition assessment

  National Secondary Transition Technical Asssistance Center,

  While age-appropriate transition assessment is not defined in the law, there are some clues as to the intent within the NSTTAC Indicator 13 FAQ (www.nsttac.org) that was approved by Office of Special Education Programs, US Department of Education.

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  Approaches to evaluating teacher effectiveness: A research synthesis

  1/1/08 - Goe, E., Bell, C., Little, O.

  This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and...

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  Children of Immigrants: National and State Characteristics

  1/1/09 - Karina Fortuny, Randy Capps, Margaret Simms, Ajay Chaudry

  Accounting for 24% of children under age 5, the share of the school-age population who are children of immigrants will increase in the coming years. A brief from the Urban Institute describes the national and state characteristics of this subset of the U.S. population.

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  Collecting post-school outcome data: Strategies for increasing response rates

  1/1/07 - Smith, S.C., & Bost, L.W.

  The brief contains an overview of the requirement to collect post-school outcome data and challenges experienced by states in collecting these data. Recommendations and strategies that states can use to secure sufficient response rates, especially from youth who drop out of school, are provided.

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  Connecticut Case Study Report

  1/1/07 - Elizabeth Kozleksi, Shelley Zion, Tom Hidalgo

  The purpose of this study was to more fully understand what strategies and interventions were successful for selected districts in the state. This study was undertaken as a collaborative venture with CSDE, the National Center for Culturally Responsive Educational Systems (NCCRESt), and Learning Innovations @ WestEd/NERRC.