DERDC Evaluations and Policy Studies
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Browsing DERDC Evaluations and Policy Studies by Subject "Accountability"
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Item Focusing on Student Outcomes: A Longitudinal Study of Delaware's Student Accountability Plan(Delaware Education Research & Development Center, 2002-01) Banicky, LisaThis report represents the second in a series of annual reports designed to monitor the impact of Delaware’s Student Accountability Plan on students.Item Making the Grade: The Intentions, Interpretations, and Implications of Delaware’s School Accountability System(Delaware Education Research & Development Center, 2002-08) Gallo-Fox, Jennifer; Banicky, Lisa; Noble, Audrey J.In the fall of 2001, most of the schools in Delaware received their first school rating generated by the school accountability system. The purpose of the current study was to examine schools’ responses to the rating system by conducting a cross-case analysis of two elementary, two middle, and two high schools. Among the six participating schools, three received superior ratings, one received a commendable rating, and two were classified as under review. Individual sites were studied to inform and support the ongoing efforts to improve student achievement in schools throughout the state.Item Navigating Accountability: Delaware Schools' Response to the State's Student Accountability Plan(Delaware Education Research & Development Center, 2000-07) Noble, Audrey J.; Banicky, Lisa; Siach-Bar, YaronThis report represents the first year of a three-year case study that explores how schools and educators are responding to the Delaware Student Accountability Plan. It provides an insiders’ view of the accountability plan and uncovers schools’ reactions to highstakes accountability.Item Synchronizing the Accountability Clocks: A Policy Study of Delaware's Student Accountability Plan(Delaware Education Research & Development Center, 2000-05) Noble, Audrey J.; Banicky, LisaThis policy study of Delaware’s student accountability initiative uncovers conflicting ideologies of those effecting, and those affected by, the state’s education reform efforts. These varied understandings of what systemic change involves, and consequently how long it should take, are weighty issues. They have driven, directly or indirectly, much of the state’s past, as well as its current policymaking: its laws, its regulations, and its local policies. This study explores these differing views and some of the policies and programs that have subsequently evolved. Most importantly, the study examines the path Delaware has taken over the past ten years as influenced by various interpretations of time and where the state is in its progress toward systemic education reform.Item A Year of Consequences: A Longitudinal Study of Delaware's Student Accountability Plan(Delaware Education Research & Development Center, 2003-01) Noble, Audrey J.; Banicky, Lisa; Kreisman, MicheleThis ongoing study, conducted at the request of the Delaware State Board of Education, is intended to monitor Delaware’s student accountability plan and provide longitudinal information about its effects on students. It addresses four key areas of potential impact: 1) student achievement, 2) behavioral effects, 3) retention rates, and, 4) completion rates. Highlights are organized according to these categories.