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Fostering More Vibrant Schools
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Tschannen-Moran, Megan; Clement, Davis – Educational Leadership, 2018
Drawing on their research in creating the Vibrant School Scale, Megan Tschannen-Moran and Davis Clement describe the three characteristics of vibrant schools: enlivened minds, emboldened voices, and playful learning. The authors also detail a four-step, strengths-based process called appreciative inquiry that can help school members have…
Descriptors: School Culture, Institutional Characteristics, Inquiry, Educational Environment
Research Says…/High-Stakes Testing Narrows the Curriculum
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David, Jane L. – Educational Leadership, 2011
The current rationale for standards-based reform goes like this: If standards are demanding and tests accurately measure achievement of those standards, then curriculum and instruction will become richer and more rigorous. By attaching serious consequences to schools that fail to increase test scores, U.S. policymakers believe that educators will…
Descriptors: Scores, High Stakes Tests, Standardized Tests, Accountability
Needed: Higher Standards for Accountability
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Barton, Paul E. – Educational Leadership, 2006
Barton argues that the school accountability system now operating itself has some accountability problems. He discusses three key flaws: (1) The system ignores the fact that--because many states have not yet aligned their standards, curriculum, and test--many assessments being used don't meet basic criteria for test validity; (2) The present…
Descriptors: Test Validity, Accountability, State Standards, School Effectiveness
Tawdry Tests and AYP
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Popham, W. James – Educational Leadership, 2004
The structure of No Child Left Behind Act (NCLB), whether the NCLB tests are appropriate or not and the adequate yearly progress (AYP) of public school students are discussed. Accountability systems implemented with inappropriate achievement tests are harming students more than helping them.
Descriptors: Federal Legislation, Achievement Tests, Student Evaluation, Accountability
Accountability--Doing What We Say.
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Kimpston, Richard D.; Hansen, Harlan S. – Educational Leadership, 1982
A study shows that schools in Minnesota either have no established goals or have broad goals that are unrelated to teaching programs or tests. (Author/JM)
Descriptors: Accountability, Achievement Tests, Basic Skills, Curriculum
First, Do No Harm.
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Heubert, Jay P. – Educational Leadership, 2003
Argues that under certain conditions, high standards and demanding assessment can hurt rather than help low-achieving students. Discusses three practices educators and policymakers should avoid: requiring students to repeat a grade, placing students in low-track classes, and holding students accountable for material not yet taught. (Contains 13…
Descriptors: Accountability, Achievement Tests, Elementary Secondary Education, Grade Repetition
Instructional Quality: Collecting Credible Evidence
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Popham, W. James – Educational Leadership, 2005
The societal role of education accountability programs is mainly to see that schools and teachers provide excellent instruction to help kids learn better. The school's educators should collectively determine what kinds of credible evidence, other than No Child Left Behind (NCLB) test scores, could help provide an accurate and honest picture of…
Descriptors: Federal Legislation, Role of Education, Accountability, Academic Achievement
Ten Policies for Raising Student Achievement.
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Brickell, Henry M. – Educational Leadership, 1984
Students will learn more if local school boards set priorities, use test scores sensibly, and hold educators accountable. (Author)
Descriptors: Academic Achievement, Accountability, Achievement Tests, Administrator Responsibility