Disasters and Disaster Prevention

World Yearbook of Education 2021: Accountability and Datafication in the Governance of Education, 2021

Journal of Education for Students Placed at Risk (JESPAR), 2012

Us Department of Education, 2010

CO-0040 Task 0002 with SRI International. Bernadette Adams Yates served as the project manager. The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education is intended or should be inferred.

2011

This dissertation would not have been possible without the wisdom, patience, and support of my dissertation committee. My chair, Cynthia Franklin, has provided guidance since the first semester of my Ph.D. program and offered equal doses of perfectly timed constructive criticism and encouragement throughout the dissertation process. I am proud to call her my mentor. Jemel Aguilar took me under his wing during the first few days of the program, always treated me as an equal, and allowed me to pursue my passion through this dissertation study. I am grateful to Pedro Reyes for welcoming a social work student into his education policy class and for giving me a supportive venue to shape the early drafts of my dissertation. Cal Streeter challenged me to think more broadly and push my ideas to new conceptual levels both inside and outside of the classroom. Finally, Mary Beth Harris supplied constant encouragement on our many mutual projects and throughout the dissertation process. I would like to thank Mary Mitchell, my unofficial committee member and friend, who pushed me to expand my statistical skills, helped me to learn Mplus, and spent hours with me at her kitchen table answering-one last question.‖ I am indebted to the U.S. Army Behavioral and Social Health Outcomes Program, particularly LTC Mike Bell, for giving me the opportunity to further my research skills even though I had not yet finished my Ph.D. I especially appreciate Amy Millikan's faith in my leadership abilities and for the selfless advice to put my dissertation first despite tight work deadlines. Cambridge, MA: Harvard University Press.

Educational Policy, 2010

This study examined the knowledge, perceived skills, and concerns of middle school principals, reading coaches, and teachers related to the use of reading assessment data to guide school reform and instructional decision-making. Measures related to each area indicated that the majority of participants in all three groups have gaps in essential knowledge and skills required to use high quality data effectively, both in the classroom as they relate to instructional decisionmaking and across classrooms, as they relate to school-wide improvement efforts. The results suggest critical content for incorporation or reinforcement in initial preparation and professional development programs for principals, reading coaches, and teachers. They further provide baseline data for a long-term experimental study of variables influencing educators' use of student performance data to guide decision-making.

The Reading Teacher, 2007

One of my weaknesses has always been documenting a student's progress, because I always found it such an overwhelming task. I would assess students, hand in the scores to an administrator, and then file them away. I literally would assess here and there, never use the results, and concentrate on whole-group instruction. Individual needs based on assessment were never taken into consideration. (Calderon [a kindergarten teacher],

This paper presents an overview of New Hampshire’s efforts to implement a pilot accountability system designed to support deeper learning for students and powerful organization change for schools and districts. The accountability pilot, referred to as Performance Assessment of Competency Education or PACE, is grounded in a competency- based educational approach designed to ensure that students have meaningful opportunities to achieve critical knowledge and skills. These opportunities are judged by the outcomes students achieve and not by inputs such as seat time. Therefore, students must achieve these competencies before moving on to the next major learning targets and/or graduating from high school. High quality performance assessments play a crucial role in the PACE system because of the need to have assessments that measure the depths of student understanding of these complex learning targets. Performance assessments are used as both summative and interim measures in the PACE system as a way to document student learning of the competencies and to support remediation or extension interventions. The paper describes the system of assessments being implemented as part of the PACE pilot as well as providing a discussion of the technical quality issues the state is working to address as part of this accountability pilot. For example, being able to produce valid and comparable annual determinations for all students each year is a considerable technical challenge as well as documenting the degree to which all students are held to the same threshold expectations (equity). The paper concludes by relating the PACE initiative to the push for deeper and more meaningful learning for students.

Battleground Schools, 2008

Accountability of schools is a relatively contemporary concern, dating probably to James Coleman's 1966 report Equality of Educational Opportunity. This report examined achievement of children of different races and shifted the attention toward outcomes and away from resources and inputs. That this report was followed closely by the development of the National Assessment of Educational Progress in 1970 meant that there were student test results available to indicate the outcomes of schooling. Since then demands for schools to be accountable have been accentuated by the often-conflicting demands of policymakers and politicians who control the educational purse strings and professional educators with the knowledge and skills to educate children within a democracy.