Contamination of Current Accountability Systems

Autor/inn/en	McGill-Franzen, Anne; Allington, Richard
Titel	Contamination of Current Accountability Systems
Quelle	In: Phi Delta Kappan, 87 (2006) 10, S.762-766 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Stellungnahme; Accountability; Reading Achievement; High Stakes Tests; Achievement Gains; Grade Repetition; Testing Accommodations; Test Coaching; Reliability; Test Interpretation + Suchen Sie Ihr Suchwort? Verantwortung; Leseleistung; Achievement gain; Leistungssteigerung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Testverfahren; Reliabilität; Test analysis; Testauswertung
Abstract	As public employees, educators should expect to be held accountable for their use of public funds. Nonetheless, the various state governments and now the U.S. Department of Education have implemented high-stakes achievement testing as the nearly singular approach to accountability. While these accountability efforts vary in a number of ways, virtually all are similarly flawed. The authors feel that a number of issues related to current accountability schemes need to be addressed. In this article, they argue that, in all the accountability systems, four sources of contamination--summer reading loss, retention in grade, test preparation, and testing accommodations--serve to undermine the reliability of estimates of student reading achievement, a common measure of school effectiveness. Unless accountability policies are substantially revised and current practices modified, estimates of school effectiveness will remain unreliable, and the public and policy makers will continue to be misled. (Contains 18 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10