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Accountability systems are only as good as the data on which they are based, which is one of the sobering lessons of the NCLB era. As the pressure increases on the federal government to update ESEA, policymakers ought to focus on designing an accountability system that will have more validity, reliability, fairness, and transparency.
As NYC Mayor de Blasio and his new chancellor, Carmen Fariña dive into the city's education system, their focus on assessment accountability should be " view[ed]...as a grand chance for a course correction."
As red ink continues to recede from state budgets nationwide, states and districts will find new opportunities to make smart investments in public education. The administrators who recognize the lessons of No Child Left Behind – both good and bad – will make the smartest choices.
Should No Child Left Behind be thought of as a well-intentioned initiative that failed? Or did it make some progress in its stated goal of improving academic achievement, particularly for disadvantaged students?
US urban school districts are successfully innovating to improve students' performance in reading and math, but more work must be done. The key to continued improvements is reforming these districts' instructional and organizational practices and supporting effective implementation of new Common Core State Standards.
These recommended changes to Title I--a key provision of No Child Left Behind--could make significant improvements when it comes to what goes on in America’s schools and school systems day-to-day.
Please join AEI for a conversation among several contributors to the new volume “Teacher Quality 2.0: Toward a New Era in Education Reform” (Harvard Education Press, 2014), edited by Frederick M. Hess and Michael Q. McShane. Panelists will discuss the intersection of teacher-quality policy and innovation, exploring roadblocks and possibilities.