A r c h i v e d  I n f o r m a t i o n

4. Accountability and Data-driven Continuous Improvement

Board of Education of the City of Chicago. (1994). Children first: Self-analysis guide. Chicago, IL: Department of Research, Evaluation, and Planning, Board of Education of the City of Chicago.

This self-analysis guide is one component of the Chicago Public School's systemwide school improvement initiative, Pathways to Achievement. It is based on five essential supports for student learning: (1) school leadership; (2) student-centered learning environment; (3) parent and community partnerships; (4) professional development and collaboration; and (5) quality learning experiences.

Herman, J., & Winters, L. (1992). Tracking your school's success: A guide to sensible evaluation. Los Angeles, CA: Los Angeles Center for Research on Evaluation, Standards, and Student Testing, University of California.

This book offers a variety of established techniques for evaluating and monitoring a school's academic progress and addressing its shortcomings. It demonstrates how to use evaluation as a tool for implementing changes and increasing accountability involving relevant stakeholder groups. The recommended approach is a six-step decision-making process that suggests ways to: (1) identify and report successes; (2) manage instrument and data collection; (3) score and summarize data; (4) analyze and interpret information; (5) act on findings; and (6) continue program monitoring. Sample worksheets, data, and surveys are also provided.

Meisels, S.J., Jablon, J.R., Marsden, D.B., Dichtelmiller, M.L., Dorfman, A.B., & Steele, D.M. (1994). The work sampling system: An overview (3rd ed.). Ann Arbor, MI: Rebus Planning Associates, Inc.

This document introduces the work sampling system—a performance assessment—to teachers, administrators, and others who want to implement the system in their schools and classrooms. It describes the key elements of the system: developmental guidelines and checklists, portfolios, and summary reports. It also addresses issues related to implementing the system such as how to work with families and staff development. A glossary and examples of Work Sampling System materials available for classroom use are included in the appendices.

Wagner, M., Fiester, L., Reisner, E., Murphy, D., & Golan, S. (1997). Making information work for you: A guide for collecting good information and using it to improve comprehensive strategies for children, families, and communities. Washington, DC: U.S. Department of Education.

A planning and evaluation resource that focuses on using data to improve the lives of children and families. This guide offers principles, processes, and evaluation instruments that schools and community organizations can use to collect sound information and document program progress. Included in this evaluator's tool kit are suggestions for starting the evaluation process and for documenting results.

Additional Publications about Accountability and Data-driven Continuous Improvement

Bernhardt, V. (1994). The school portfolio: A comprehensive framework for school improvement. Princeton, NJ: Eye on Education.

Beyer, B.K. (1995). How to conduct a formative evaluation. Alexandria, VA: Association for Supervision and Curriculum Development.

Coyne, M. (1997). Weaving authentic assessment into the tapestry of learning. CC-VI Forum, 2(1), 1-2.

Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action: Studies of schools and students at work. New York: Teachers College Press.

Darling-Hammond, L., & Snyder, J. (1992). Framing accountability: Creating learner-centered schools. In A. Lieberman (Ed.), The changing contexts of teaching. Chicago, IL: National Society for the Study of Education, 11-36.

Farr, B.P., & Regulations, E. (1997). Assessment alternatives for diverse classrooms. Norwood, MA: Christopher-Gordon Publishers, Inc.

Farr, B., & Trumbull, E. (1997). Equitable assessment for diverse classrooms. Norwood, MA: Christopher-Gordon Publishers, Inc.

Ginsburg, A. & Fiester, L. (Forthcoming). Measuring up: Using data to help students and schools meet high standards. Washington, DC: U.S. Department of Education.

Genishi, C., & Dyson, A.H. (1984). Language assessment in the early years. Norwood, NJ: Ablex.

Haney, W., & Madaus, G. (1989). Searching for alternatives to standardized tests: Whys, whats, and whithers. Phi Delta Kappan, 70(9), 683-687.

Jaeger, R. (1994). Designing and developing effective school report cards: A research synthesis. Kalamazoo, MI: Center for Research on Educational Accountability and Teacher Evaluation, Western Michigan University.

Johnson, J. (1996). Data-driven school improvement. Eugene, OR: Oregon School Study Council.

Mitchell, R. (1992). Testing for learning: How new approaches to evaluation can improve American schools. New York: The Free Press.

National Center for Restructuring Education, Schools, and Teaching. (1994). Authentic teaching and assessment: Policy and practice. New York: The National Center for Restructuring Education, Schools, and Teaching, Columbia University.

Navarrete, C., Wilde, J., Nelson, C., Martinez, R., & Hargett, G. (1990). Informal assessment in educational evaluation: Implications for bilingual education programs. Washington, DC: National Clearinghouse for Bilingual Education.

Schmoker, M. (1996). Results: The key to continuous school improvement. Alexandria, Va.: Association for Supervision and Curriculum Development.

Shepard, L.A. (1995). Using assessment to improve learning. Educational Leadership, 52(5), 38-43.

Smith, M.A., & Ylvisaker, M. (Eds.). (1993). Teachers' voices: Portfolios in the classroom. Berkeley, CA: National Writing Project, Graduate School of Education, University of California at Berkeley.

Thurlow, M. (1996). Balancing accountability for results and diversity in the classroom. CC-VI Forum, 1(1), 8.

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[3. School Capacity-building and Professional Development]

[5. Parent and Community Involvement]