A comparison between value-added school estimates and currently used metrics of school accountability in California

Effect of Vocabulary Test Preparation on Low-Income Black Middle School Students’ Reading Scores

“…In the United States, school test accountability for student achievement under the mandates of NCLB (2002) are attained by a student's proficiency score on standardized tests in core subject areas (DiGaetano, 2015;Fagioli, 2014). If test accountability is not met, according to NCLB (2002) guidelines, there must be a school restructuring or closure of Grades K-12 learning institution/s.…”

Practitioner Research in Schools: Revealing the Efficacy Agency Cycle

“…Researchers theorized that improved academic achievement ensured a competitive international workforce in the United States (Hanushek & Raymond, 2005;Mehta, 2015). However, the most effective ways to measure and evaluate schools and the impact of those programs remains debatable (Fagioli, 2014). Educational scholars identified broad negative implications for students and a gradual erosion of the teacher's role as a result of national focus on standardized testing and reporting (Haladyna, Nolen, & Haas, 1991;Sloan, 2000;Smith, 1991;Sunderman, Tracey, Kim, & Orfield, 2004).…”

“…Teachers were responsible for designing academic programs to prepare students for economic success, international competitiveness, and social development necessary to participate in society. American legislatures responded by implementing academic standards and measures of the nation's students and schools in the form of educational accountability plans (U. S. Department of Education, 2014; Fagioli, 2014;Hout & Elliott, 2011). Teachers were forced to navigate state and federal accountability programs therefore held responsible for guiding students toward academic progress while addressing public concerns about school safety.…”