curriculum and instructional practices of teachers—to determine if students are exposed to teaching that would enable them to achieve the standards they are expected to meet. Schools should use such information to demand support for instructional improvement in every classroom, and districts should use the information to provide such support.

Districts should also use data on the conditions of instruction, along with results from student assessments, to design their professional development program.

Accountability

Accountability is one of the most prominent issues in education policy today. Accountability mechanisms create incentives for educators to focus on important outcomes. They also provide a means for allocating resources, such as instructional assistance, to schools in which performance measures indicate problems.

In designing accountability mechanisms, states and districts must first determine an adequate level of progress for schools. Measures of adequate yearly progress should include a range of indicators, including indicators of instructional quality as well as student outcomes. In addition, the criterion for adequate yearly progress should be based on evidence from the highest-performing schools with significant proportions of disadvantaged students.

Accountability should follow responsibility: teachers and administrators—individually and collectively—should be held accountable for their part in improving student performance. Teachers and administrators should be held accountable for the progress of their students. Districts and states should be held accountable for the professional development and support they provide teachers and schools to enable students to reach high standards.

Accountability provides a way to focus assistance to schools. Assistance should be aimed at strengthening schools' capacity for educating all students to high standards and to building the internal accountability within schools. Without developing school capacity, accountability leads to inappropriate practices, such as efforts to increase test scores without improving student learning.

Education improvement systems continually change, based on new knowledge and new circumstances. States and districts should continually monitor and review their systems to determine where improvements are needed and make the changes necessary to improve educational opportunities for all children, and particularly for the disadvantaged children Title I was established to support.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement