School Accountability Models in the USA and Abroad: Past, Present, Future

Session Type: Coordinated Paper Session

Abstract

Persistent achievement gaps, exacerbated by COVID shutdowns call to question the effectiveness of ESSA mandated school accountability models. Critics claim they have “underachieved,” and may actually do more harm than good. The strongest criticisms are they are too rigid and summative assessment heavy and are indifferent to the differential history, culture, and values of states, schools and the diverse communities they serve. Many claim they are biased and unfair, particularly to schools with diverse, under-represented student populations.
To reimagine a fair, robust, and flexible accountability model that fits the needs of all students and schools, this coordinated paper session begins by looking backwards: how did USA school accountability get to this point? Paper 1 examines the history of school accountability in the USA.
Paper 2 contrasts school accountability models across several English-speaking countries, including Australia, Canada and England.
Several states are in the process of revising both their assessment and accountability models, post-COVID, and with the goal of greater inclusion, fairness and flexibility. Paper 3 examines these trends relative to the shortcomings of current models and promise of future success.
Paper 4 examines the complex process a particular state used to build a new inclusive school accountability system.

Sub Unit

• Individual Papers, Innovation Demonstrations, Coordinated Sessions, or Organized Discussions

Session Organizer

• Stanley N Rabinowitz, EDMETRIC LLC

Individual Presentations

• History of school accountability in the USA - Jami-Jon Pearson, MEASUREMENT INCORPORATED

• New ideas for School Accountability - Hillary Michaels, HUMRRO

• Lessons Learned Designing an Inclusive State Accountability Model - Charity Smith, Fetterman & Associates

Discussant

• Karla Egan, EDMETRIC LLC