Essays on the Impact of School Accountability

Comprised of three related chapters, this dissertation evaluates the effects of the North Carolina School Accountability System on agents in different markets using, in most part, school data provided by the North Carolina Education Research Data Center. North Carolina introduced its primary school improvement program, the ABCs of NC, in 1997. The model includes growth and performance composites and recognized/rewarded schools for performing well. In response to the No Child Left Behind Act of 2001, the state introduced a second accountability program, AYP, to run in conjunction with the ABC system. The AYP program focuses on closing the achievement gap and its primary goal is for all public school children to perform at grade level in reading and mathematics by the end of the 2013-14 school year. Failure to show improvement toward this goal leads to sanctions and increased accountability pressures at the school level. This dissertation seeks to determine the impact of the school accountability program on two groups of individuals - teachers and homebuyers.

For this reason, I believe that teaching is one of the noblest professions that one could choose.

approach teachers will clearly state to students the defined objectives, give effective types of instruction, and lastly teachers will assess the students....

Teacher Accountability - Teacher Evaluation

The increased accountability has lead to the necessity for being able to identify and quantitatively assess the characteristics of a quality teacher.

This essay will describe the functionality and history of the audio-lingual method as well as evaluate its usage compared to other mainstream teaching approaches.

The Top Ten Reasons for Believing that 9/11 Was an Inside …

Even if we can eventually establish norms for the teaching/learning act, the question ofworthwhile deviations arises, because some teachers will be successful in ways which varywidely from the norms. Also, students may learn worthwhile things in school which are not measured, and it would be wrong to ignore a teacher's possible contributions to students'growth apart from the formal curriculum.

School accountability and standard-based education …

The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments....

of the North Carolina School Accountability System on agents ..

Another problem with accountability is that of choosing the criteria for successfulteaching which are necessary to hold a teacher accountable. So far, most discussion in thisvein has settled on student achievement as the chief measure of teaching success. But the relationship between student achievement and teaching is not conclusive. Educationalresearch indicates that we don't know how to bring about some kinds of cognitive andaffective learning, and the research is unable to show significant differences betweenteaching methods. [If we think of the teaching/learning act as a black box in whichsomething happens, then we can talk of teaching methods and materials as input, and thechanges In students' behavior as output. The state of the art of education today is this: there is no discernible difference in theeffect of various inputs; there is no discernible relation between specific inputs and specificoutputs; it is difficult to assure that specific outputs can be obtained at any given timewith any particular individuals.

Accountability Essay | Bartleby

Chapter 1 examines the influence of school accountability on teacher mobility. I estimate the effect of accountability incentives - teacher bonuses under the ABCs, and accountability pressures - threats and sanctions under AYP, on teacher mobility between schools. I investigate how the state's two accountability systems affect the distribution of teachers to schools, and in particular the willingness of quality teachers to teach in schools where student achievement is low. I provide empirical evidence on the differential effects the two accountability systems have on the ability of low-performing schools to employ quality teachers. It may be that bonus given under the state's ABC system can help to offset high turnover rates in schools that face increased accountability pressure under the AYP system. Or conversely, if schools that face increased accountability pressure are not able to perform well enough to receive bonuses it may lead to even higher turnover rates. These higher turnover rates will undoubtedly place personal burdens on students, administrators, and parents; ultimately undermining the primary goals of performance gains under school accountability.