Many U.S. educators now wonder whether they're teachers or targets. This mentality stems from the specter of their school being sanctioned for failing the state accountability tests mandated under No Child Left Behind (NCLB). According to this author, most of those tests are like blunt-edged swords: They function badly in two directions. While…

A growing number of the US schools, under the microscope of increased accountability, are identified as underperforming on the basis of low-test scores. Yet sustained increases in student achievement are problematic for underperforming schools.

Results of tests of students' skills and knowledge conducted by the National Assessment of Educational Progress (NAEP) and the state accountability tests required by the No Child Left Behind (NCLB) program should not be compared. The two tests are based on different standards and have different measurement functions and judging the results of one…

Reviews the Council of Chief State School Officers' effort to establish a nationwide system of educational indicators. Suggests the benefits of such a system. (MCG)

Educational needs are determined by the distance of the student's present behavior from some desired behavior, but author warns that the substituting of technology for open and public debate about these vitally important matters is a morally dangerous one. (Author/CB)

The purpose of the present article is to react to the arguments presented in a booklet, Educational Accountability: Beyond Behavioral Objectives, that discusses the role of behavioral objectives. (Author/RK)

Article stresses the need for decision makers and educational researchers to work more closely together. (ML)

The two pillars--equal access to knowledge and public demonstration of results--will define the boundaries for decentralizing decisions about curriculum, instructional delivery, staff development, and evaluation. Several schools have already implemented team teaching, deeper course content, multidisciplinary curricula, portfolio student…

In an extraordinary ruling, Kentucky's Supreme Court justices have declared that state schools are to be held accountable for the success of all students. Schools must meet a threshold level of improvement, including an increase in the proportion of students performing at the benchmark level, maintaining desired attendance levels, and remaining in…

In this interview, George Madaus explains how the misuse of tests corrupts the inferences drawn from them. He calls for cost-benefit evaluations of high stakes tests and challenges educators to seek better accountability methods, test student samples, use multiple indicators, and include teacher judgment in the process. (MLH)

Summarizes the Southern Regional Education Board's findings concerning 1980s teacher improvement reforms. Salaries doubled in 15 southern states, with pay increases tied to increased teacher accountability. However, available state funding covered evaluations, not staff development; pay-for-performance programs generated heated debates; and…

Demoralized by disappearing dollars and omission of the arts from national education goals, the arts education community has formed a consortium of professional organizations to write standards and address related issues, such as balance among the arts and multicultural and technological concerns. To anchor the arts firmly in the curriculum, they…

Educators must make communications a priority if they are to gain public support. Press releases are no substitute for public engagement, which should support district efforts to improve student achievement. School leaders should listen to parents, focus on internal audiences, use effective messages and messengers, and develop strategic…

Results of Public Agenda survey of 853 superintendents and 909 principals about problems they face in carrying out their jobs reveal concerns with bureaucracy, workload, funding, accountability, teacher tenure, and university administrator preparation programs. Asked administrators to rate approaches to improve their working conditions. Draws…

In recent years, assessment data have assumed a more central role education policy and practice. No Child Left Behind (NCLB) requires states to implement standardized assessment-based systems to evaluate their schools. The NCLB approach rests on the assumption that assessment data can provide credible information to gauge how effectively schools…