Grading Education: Getting Accountability Right

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Economic Policy Institute, 2008 - Education - 263 pages
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Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish.

Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education, basic knowledge and skills, critical thinking, an apreciation of the arts, physical and emotional health, and preparation for skilled employment. Then we should develop the means to measure and ensure schools' success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focusses on professional evaluation, and builds on capacities we already possess.

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Contents

Introduction
1
Chapters
9
Weighting the goals of public education
35
Copyright

14 other sections not shown

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About the author (2008)

Rebecca Jacobsen is an assistant professor of teacher education and education policy at Michigan State University. Richard Rothstein is a research associate of the Economic Policy Institute.

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