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Accountability: Do high-stakes systems raise student achievement? - Access related research titles from the ECS Research Studies Database. Links embedded in titles will take you to each study's major findings and recommendations....

Virtual Schools: Assessing Progress and Accountability: Final Report of Study Findings - In assessing progress and accountability in virtual schools, follow the same protocol for all schools: focus on outcomes and track student growth throughout the year. Because students may be highly mobile, use on-demand assessments, and because they may be overage and undercredited, create accountability systems that are rigorous but sensible. Make sure student data can be portable from school to school and ramp up positive and negative consequences attached to performance. (Gillian Locke et al., National Charter School Resource Center, February 2014)...

Don't Count Us Out: How An Overreliance on Accountability Could Undermine the Public's Confidence in Schools, Business, Government, and More - This report describes a potentially corrosive gap between the way leaders in government, business, education, health care and other sectors define accountability and the way typical Americans think about it. (Kettering Foundation and Public Agenda, August 2011)...

Getting Value Out of Value-Added: Report of a Workshop - Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools or programs to student test performance. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction. (National Academy of Sciences, January 2010)...

Mining the Opportunities in "Differentiated Accountability": Lessons From the No Child Left Behind Pilots in Four States - This report is based on CEP's review of differentiated accountability documents and interviews with a selection of state, district and school officials in Georgia, Maryland, New York and Ohio. The report notes the key findings which emerged, the common themes across the states, and describes the detail the differentiated accountability systems in the four states. (Center on Education Policy, August 2009)...


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