The United States education system has experienced an evolution of school accountability systems that has led to changes and variation in state school grading systems. This study shows that the Every Student Succeeds Act (ESSA) of 2015, a recent reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965, provides greater autonomy to individual states in evaluating and reporting school accountability than in preceding years and provides opportunities for states to implement a more holistic or well-rounded approach to school grading. ESSA policy and this study encourages states to choose to evaluate schools more holistically by implementing a wider and more balanced range of indicators that are used to formulate publicly reported school grades. Many issues and historical events, both in the nation and in Utah, are shared to show their influence on the evolution of school accountability. The relevant components of ESSA are explored. An historical overview of school accountability, standardized testing, school grading, and public educational reporting in the state of Utah is included. Scholarly perspectives about school accountability and reporting systems are also presented. This descriptive study incorporates archival research through a review of grades K-8 school grading systems. The school report card systems and indicators are collected and compared from two sequential time periods: first, the time period after NCLB and before ESSA plans were approved is referred, and second, the current time period, based off of data from currently implemented state ESSA plans. Data from all 50 states and Washington D.C. are analyzed and contrasted with Utah's data. Special focus is placed on the indicators that are not dictated by the federal government but those which are chosen by the state that promote a more holistic measure of accountability. The results from this study show that while a more holistic approach to school grading across the states has resulted from ESSA implementation, Utah's ESSA plan and school grading system, along with the other 49 states and Washington D.C., do not currently reflect an adequate holistic measure of school accountability. State Legislators and State School Board Members will find this study to be enlightening as they create more holistic school grading systems.

Thesis advisor: Zhushan Li / Educational public private partnerships (PPP), referring to the shared delivery of education services by the government and private providers, have been increasing in recent decades, especially in low- and middle-income countries (LMIC). Yet to date, there has been limited research on their role in the education landscape, in part due to the difficulty of classifying PPP schools in large-scale datasets, which typically classify schools as either public or private. In addition, few studies have assessed PPPs and school quality assurance indicators typically associated with them.  The study had two purposes. First, to explore the possibility of classifying PPP schools in a large-scale dataset using a statistical method. And second, to use these classifications to examine the differences between PPP, public, and private schools on school quality assurance measures, including but not limited to achievement. These analyses were performed using data from the Program for International Student Assessment (PISA), with schools from six of the global emerging economy countries: Brazil, China, Indonesia, Mexico, Russia and Turkey.  Schools were classified using a two-step clustering method using funding and management variables. This revealed three good-quality clusters with a silhouette measure of cohesion and separation of 0.6 (IBM, 2015b; Wendler & Gröttrup, 2016). These were classified as public, private, and PPP based on the characteristics of each school type. With these classifications, the study assessed the relationship between school type and achievement in mathematics, science and reading, and 24 school quality assurance measures from PISA. The analyses controlled for school resources and socio-economic and cultural status. The study found that overall, PPP schools performed better than public schools on three indicators, and better than private schools on five indicators; public schools performed better than PPP schools on one outcome and better than private schools on three outcomes, although with mostly small effect sizes. Private schools did not outperform other school types on any outcome. A country wise analysis showed that these results differed by country. The study highlights the possibility of using two-step clustering to identify PPP schools, the effects of shared funding and management on school performance, and the importance of context in examining countries’ education policies. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Value-added models (VAMs) have become widely used in evaluating teacher accountability. The use of these models for high-stakes decisions making has been very controversial due to lack of consistency in classifying teachers as high performing or low performing. There is an abundance of research on the impact of various student level covariates on teacher value-added scores; however, less is known about the impact of teacher-level and school-level covariates. This study uses hierarchical linear modeling to examine the impact of including teacher characteristics, school characteristics, and student demographics aggregated at the school level on elementary mathematics and reading teacher value-added scores. Data for this study was collected from a large school district in north Texas. This study found that across all VAMs fitted, 32% of mathematics teachers and 37% of reading teachers changed quintile ranking for their value-added score at least once across all VAMs, while 55% and 65% of schools changed their quintile ranking of value-added scores based on mathematics and reading achievement, respectively. The results show that failing to control for aggregated student demographics has a large impact on both teacher level and school level value-added scores. Policymakers and administrators using VAM estimates in high-stakes decision-making should include teacher- and school-level covariates in their VAMs.

School accountability is a powerful force in education. Today, schools are within the early years of the Every Student Succeeds Act (ESSA) which has introduced a new accountability model to states and districts, in a post-pandemic era in which schools’ roles and responsibilities within the larger society have continued to expand, and at the epicenter of complex, and sometimes tumultuous, social and cultural forces. It is within this context that the present study investigates the perceptions of the leaders of 30 Pennsylvania school districts across the continuum of economic disadvantage. It expands on previous research and literature that explored the benefits and challenges of mandated accountability, and that, most recently, has sought to explain how stakeholders understand and make sense of measuring performance. Specifically, this study examines district leaders’ perceptions of mandated accountability, the extent to which they value various mandated and unmandated performance measures, and the strategies they use to communicate accountability to their stakeholders. Findings suggest that (1) district leaders’ perceptions of accountability are complex and nuanced, (2) that they both believe in the importance of public-facing accountability and, simultaneously, raise concerns about its limitations and potential misrepresentation of schools (especially disadvantaged schools), (3) that they value many of the existing performance measures while also desiring additional, more robust measures, and (4) that individual leaders’ approaches to interpreting and communicating accountability measures are not uniform, but are driven by each leader’s personal beliefs as well as community interests. / Educational Leadership

This study examined the commitment of teachers to the implementation of ninth grade academies and their perceptions of school leadership during the reform process. Concern for successful high school completion prompted the redesign of ninth grade into a school-within-a-school format within a Florida school district. Therefore, the purpose of this study was to determine the type of commitment and form of leadership evident in this reform initiative along with the relationship between them. As a mindset for change, commitment was represented as affective, normative, and continuance. Leadership styles were delineated as transformational, transactional, and passive/avoidant along with related outcomes of effectiveness, satisfactions and extra effort. This study utilized an electronic survey with purposive sampling. Five questions concerning the type of commitment, the form of leadership and outcomes, and the correlation between commitment and leadership guided this research. Descriptive analysis of the responses from 105 teachers produced findings of both affective and normative commitment to change and evidence of transformational leadership as well as the contingent reward dimension of transactional leadership. Leadership outcomes of effectiveness, satisfaction, and extra effort were also expressed by teachers. The results validated the presence of affective and normative commitment of teachers responsible for reform efforts and indicated a relational influence between transformational and transactional leadership behaviors with these two forms of commitment to change. Current pressures of accountability have channeled schools into models of continuous improvement. If schools are to enact lasting change, an understanding of commitment and leadership is needed to produce sustainable school reform.

Submitted by Andrea Rezende (andrea.rezende@fgv.br) on 2010-05-05T14:57:06Z No. of bitstreams: 1 Rafael_de_Sousa_Camelo.pdf: 3342374 bytes, checksum: bd858d066792a8ced2efd6d5380e4955 (MD5) / Made available in DSpace on 2010-05-05T14:57:06Z (GMT). No. of bitstreams: 1 Rafael_de_Sousa_Camelo.pdf: 3342374 bytes, checksum: bd858d066792a8ced2efd6d5380e4955 (MD5) Previous issue date: 2010-04-16 / This dissertation assesses the effects of Brazilian National High School Exam (ENEM) on educational results. This evaluation is based on the theoretical results that curriculum examinations like ENEM are capable of having positive influence on students learning by: raising their effort and pressure on their teachers and school principals. The present work analyses this last channel, through estimating the impact of the public report of ENEM‟s grades by school. The effects of this treatment are estimated on: Math and Reading proficiency, quantities of school inputs and teacher‟s behavior. Two econometric methods are used: i) differences in differences – using data from 2005 (pre treatment period) and 2007 Saeb (first post treatment year) and ii) regression discontinuity design, exploiting the sharp rule of assignment to treatment – only schools with at least 10 students participating of ENEM have their results published. Evidences show that reporting ENEM‟s grades doesn‟t seem to influence the high school students‟ proficiency neither the level of school inputs, result confirmed by both methods. The differences in differences estimates also reveal that teachers of treated schools seem to focus more on solving Math exercises and fixing grammatical concepts, reactions that can be interpreted as adverse effects. This last evidence, however, may be misleading, reflecting only time tendencies and persistent pre treatment differences. We conclude that publication of ENEM‟s grades haven‟t act as an instrument to improve educational results by pressuring teachers and school administrators. Nonetheless, it‟s still possible that this policy works after a longer period or for other types schools, not evaluated by the proposed methods. / Esta dissertação avalia os efeitos do Exame Nacional do Ensino Médio (ENEM) sobre o ensino médio brasileiro. Esta avaliação baseia-se na teoria de que exames curriculares com a qualidade de gerar conseqüências diretas sobre os alunos, como no caso do ENEM, são capazes de influenciar positivamente o aprendizado dos alunos por dois canais: por aumento de seu esforço e pela pressão que exercem sobre professores e diretores. O presente trabalho avalia especificamente o segundo canal, sobre o qual o ENEM deve atuar por meio da divulgação ao público das notas médias por escola em todo o país. Neste sentido, estima-se o efeito da divulgação das notas do ENEM sobre os seguintes resultados educacionais: proficiência em Matemática e Língua Portuguesa no Saeb, alocação de insumos escolares e comportamento dos professores. Para tanto, dois métodos são propostos: i) diferenças em diferenças, utilizando dados dos Saeb de 2005 – um ano antes do início da divulgação – e 2007 – um ano após a primeira publicação – e ii) regressão com descontinuidade, explorando o fato de haver uma regra estrita para entrada da escola na divulgação – ter ao menos 10 concluintes do ensino médio participando do ENEM. Os resultados mostram que o fato uma escola ter seu resultado médio no ENEM divulgado não parece influenciar o desempenho de seus alunos nem a quantidade de seus insumos escolares, por nenhum dos métodos propostos. O método de diferenças em diferenças aponta ainda que os professores de escolas submetidas ao tratamento dessa divulgação parecem ter maior enfoque em atividades voltadas a resolução de exercícios e fixação de regras gramaticais, reação que é interpretada por parte da literatura como adversa. Estes últimos resultados, no entanto, podem estar refletindo apenas tendências temporais preexistentes e não um efeito de tratamento legítimo. Conclui-se então que o ENEM não deve estar servindo como indutor de melhorias dos resultados educacionais via pressão dos alunos do ensino médio. Porém, é possível levantar a hipótese de que este tipo de efeito ainda pode ser captado em prazos mais longos ou para grupos de escolas diferentes das usadas na análise.

Submitted by Cristiane Oliveira (cristiane.oliveira@fgv.br) on 2011-06-13T16:44:42Z No. of bitstreams: 1 63090100010.pdf: 1372201 bytes, checksum: 995a04ac3460fc65ad46377b6a2ba70d (MD5) / Approved for entry into archive by Vera Lúcia Mourão(vera.mourao@fgv.br) on 2011-06-13T16:55:06Z (GMT) No. of bitstreams: 1 63090100010.pdf: 1372201 bytes, checksum: 995a04ac3460fc65ad46377b6a2ba70d (MD5) / Approved for entry into archive by Vera Lúcia Mourão(vera.mourao@fgv.br) on 2011-06-13T16:57:26Z (GMT) No. of bitstreams: 1 63090100010.pdf: 1372201 bytes, checksum: 995a04ac3460fc65ad46377b6a2ba70d (MD5) / Made available in DSpace on 2011-06-13T17:50:59Z (GMT). No. of bitstreams: 1 63090100010.pdf: 1372201 bytes, checksum: 995a04ac3460fc65ad46377b6a2ba70d (MD5) Previous issue date: 2011-05-05 / This study analyses the demand for quality education in Brazil in two contexts: firstly, when the information about quality is imperfect and secondly, when there is perfect information. For this, we analyze the impact of the Basic Education Development Index (IDEB) on the probability of re-election of mayors in municipalities in two contexts: in 2004, when there was no IDEB and there was not a specific measure of quality of education and in 2008, when it was possible to use IDEB as a tool for voting decision. The results show that, on average, an increase of one point in IDEB rises by around 4.5 pp. the probability of reelection. This effect is even greater in cities with lower income and those where the population of children is higher. The study also shows that for other measures of quality of education the impact is not statistically different from zero. We thus find that the Brazilian school accountability system, while not directly impact principals and teachers by awards or punishment, can impact the quality of schools through the political mobilization of the population, who punishes or rewards the managers of education according to their performance / Este trabalho avalia a demanda por qualidade da educação no Brasil em dois contextos: um onde a informação sobre qualidade é imperfeita e outro onde há perfeita informação. Para isto, analisa-se o impacto do Índice de Desenvolvimento da Educação Básica (IDEB) sobre a probabilidade de reeleição de prefeitos em municípios brasileiros em dois contextos: em 2004, quando ainda não havia IDEB e, portanto, à população não existia uma medida clara da qualidade da educação e em 2008, quando já era possível usar o IDEB como instrumento para decisão do voto. Os resultados mostram que, na média, um ponto a mais no IDEB aumenta em torno de 4.5 pp. a probabilidade de reeleição. Esse efeito é ainda maior em municípios com menor renda e naqueles onde a população de crianças é maior. O trabalho também mostra que para outras medidas de qualidade da educação o impacto não é estatisticamente diferente de zero. Evidencia-se assim, que o sistema de accountability escolar brasileiro, embora não impacte diretamente diretores e professores por meio de premiações e/ou punições, pode impactar a qualidade escolar por meio da mobilização política da população, que pune ou premia os gestores da educação conforme o desempenho destes.

abstract: This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback and support, an evaluation instrument centered on collective values and a shared vision for professional work, and an emphasis on teacher reflection and self-assessment. This mixed-methods study employs both qualitative and quantitative measures to provide an enriched understanding of the current problem and the impact of the change effort. Results suggest that TELAR 1) helps teachers re-define their role as professionals in their own evaluation, positively increasing perceptions of value, 2) promotes a culture of learning through a focus on shared values for professional work, a spirit of support and teamwork, and continuous improvement; and 3) empowers teachers to assess their own practice, self-diagnose areas for growth, and generate goals through a continuous process of feedback, reflection, conversation, and support. Implications for practice and future studies are presented. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

This study provides an empirical picture of the ways in which the New Public Management doctrine has been implemented in the context of post-Soviet states in Central Asia. Specifically, the data present evidence on the extent of school autonomy along six dimensions in the three states. The implications of the shift towards education decentralisation have been studied and explained. Based on a mixed method this evidence is drawn from three sources: surveys, interviews, and legislative analysis. With the research limitations in mind, based on the analysis undertaken, it is possible to identify some important messages regarding academic theory and education management practice. The first message is that neo-institutional theory, particularly historical institutionalism, has been supported by the evidence from the post-Soviet states. Despite quite diverse trajectories of the countries' political, economic and public sectors development over the last two decades, the policies promoted in education appear to be converging in both outputs and outcomes across the region. The three countries demonstrated persistent path-dependency through their inability to overcome institutional inertia, so that operational policy and structure dimensions have not been decentralized, combined with the effect of declining fiscal and bureaucratic capacity at the centre, so that managerial matters have been delegated to a school level. This trend was regional. The second message is that, the patterns observed in the three post-Soviet states displayed similarities to the patterns observed in education systems of the developed western democracies. Hence, the view that the structure of the post-communist welfare states is problematic, and that the particularities of their transition with budget cuts on top of the communist legacy and a hodge-podge of different approaches do not allow these states to be classified (cf. Orenstein 2008), has not been supported by the evidence. Education institutions in the three post-Soviet countries investigated conformed to a general West European pattern, although for different reasons.

No description available.