In the past, states held schools accountable for following rules set out by legislatures and boards of education, and for spending funds according to those rules. At the same time, the law states, local education agencies shall identify schools that fail to make adequate progress and target them for assistance after three years, such schools are subject to “corrective action,” including the loss of funds, reconstitution of the staff, and the transfer of students.īy focusing on student performance as the measure by which schools and districts will be accountable to states, the 1994 statute reflects a substantial shift in thinking about accountability that has taken place over the past decade (Elmore et al., 1996). It also states that local education agencies shall designate as “distinguished” schools that exceed the state's definition of adequate yearly progress for three consecutive years, and that such schools can be rewarded with Title I funds. The law requires states to develop measures to determine whether schools are making adequate yearly progress toward the standards, based on the state assessments. The 1994 Title I statute includes a number of provisions regarding the establishment of accountability structures.
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Accountability systems include a range of mechanisms, from simply requiring schools and districts to report on progress to policy makers and the public, to placing consequences-rewards for high performance and sanctions for poor performance-on the results of performance measures. Literally the process by which students, teachers, and administrators give an account of their progress, accountability is a means by which policy makers at the state and district levels-and parents and taxpayers-monitor the performance of students and schools.
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One of the most prominent issues in education policy today, accountability is a key element in the success of education improvement systems.