This document discusses key aspects of school accountability systems. It compares the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), noting that ESSA requires additional indicators of student success and emphasizes a more holistic approach to accountability. The document outlines categories used to formulate new accountability concepts, including measuring college/career readiness progress and diagnosing/responding to challenges. It also discusses the goals of accountability approaches in driving equal opportunities and continuous improvement.

3.  defined in terms of measurable student outcomes.
 The contribution which the school makes to the students’ educational performance
in terms of their academic achievement. (Kerawalla, G.J. and Pandya, S.R.)
 All children experience success. (Lana J. Smith)

4.  Quality of Leadership
 High Expectations of Students and Teachers
 Ongoing Evaluation of Student’s Performance
 Goals and Direction
 Secure and Organized
 Size of the School

6. No Child Left Behind Act (NCLB)of 2001 was
replaced by Every Student Succeeds Act (ESSA)
on 2015

7. o Ensures that states set high standards
o Maintains accountability
o Empowers state and local decision-makers
o Preserves annual assessments and reduce the often onerous burden of
unnecessaryand ineffective testing
o Provides more children access to high-quality preschool
o Establishes new resources
ESSA and NCLB are the same in some
ways...

9. NCLB relied heavily upon a pass/fail system to measure school
performance based on targets for test scores and graduation
rates while ESSA marks significantly on the requirements for
how states must hold districts and schools accountable for
improving student outcomes.

10.  Focus on test scores and graduation rates to a broader view of student and
school success by requiring additional indicators and emphasizing the importance
of a more holistic approach to accountability.
 Distribute responsibility for improvement among states, districts, and schools
rather than focusing entirely on school-level actions directed by the state.

11.  Provide more flexibility at the local level for school improvement, requiring
evidence-based strategies rather than the specific interventions of private
tutoring and school choice that were mandatory for all struggling schools
under the NCLB’s school improvement grants program

12. CategoriesUsedtoFormulateNewConceptsin
Accountability
(CenterofAmericanProgress)
o Measuring progress toward college and career readiness
o Diagnosing and responding to challenges via school-based quality improvement
o State systems of support and intervention
o Resource accountability
o Professional accountability

13. GoalsofAccountabilityApproaches
1) Ensures that accountability systems drive
toward equal education opportunities by
creating a system for identifying and
acting on chronic low performance by
particular groups of students.

14. GoalsofAccountabilityApproaches
2) Ensures that accountability systems are
broadly framed in order to drive toward a
comprehensive conception of student and
school success and a culture of continuous
improvement rather than just shame and
punishment.

15.  Academic achievement in reading and math for third
grade through eighth grade and once in high school
 High school graduation rate
 Growth or another academic indicator for elementary
and middle schools
 English language proficiency for English learners
only
 At least one measure of school quality or student
success
Components
of a School
Accountability
System
DATA
REPORTING
SCHOOL
CLASSSIFICATIONS
SCHOOL
IMPROVEMENT
States must use the five indicators, in
every three years thereafter, to identify a
subset of their lowest-performing schools
according to the performance goals that states
set for the specific indicators.
Identified low-performing schools must
implement evidence-based interventions and supports
until they meet state-set exit criteria, and
districts must support these schools in selecting
and implementing the interventions and supports that
fit the schools’ identified needs.

16. Types of Low Performing
Schools
 Lowest-performing
 Low graduation rate
 Chronically low-performing subgroup
 Consistently underperforming subgroup
 Low-performing subgroup

17. Components of a
School Accountability System

18. To create an accountability system that explains not just what
outcomes were reached but what decisions led to those outcomes, states
should consider measuring the effectiveness of coordination among and
between each level of the system: states, districts, and schools.

19. Educational Processes as Vertical and Horizontal Systems

20.  Inputs - the resources that provide a basis
for public education.
 Process - includes a state’s system for
building district capacity to improve school
performance
 Outputs – short-term result
 Outcome – long – term benefits

21. Flow Chart of Inputs, Processes, Outputs and Outcomes

22. Considerations in Designing a Comprehensive System of School Accountability
o Anchor the system with goals and expectations
o Use data to monitor the health of the system
o Define what quality inputs and processes look like
o Considerations for indicators that classify school performance
o Meaningful differentiation of school quality and performance
o Relationship to key student outcome measures
o Indicators that drive behavior

23. Elements of High Quality
Inputs and Process
oConsistency
oQuality
oEfficiency
oEffectiveness

24. Accountability systems should drive
continuous improvement towards progress. To do so,
states must build accountability systems focused
on coherence within the entire system—from schools
to districts to state educational agencies; set
goals and monitor progress against key functions
such as training and support of teachers, as well
as the distribution of financial and material
resources; and think through their mechanisms to
support districts to use all of these resources
effectively, while districts should pay attention
to building school capacity.

25. Thank you!!
- Crishell