Browsing by Subject "accountability"
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Item An Overview on Urban Education: A Brief History and Contemporary Issues(2014) Massey, Kristine J.; Warrington, Amber S.; Holmes, KathleneThis paper is designed to provide insights into both the ever-shifting nature-as well as the trajectory of-urban education in the United States. We provide a brief historical synopsis, a contextualization of how education in urban settings is commonly constructed through popular discourses, and a discussion of how the definitions and perceptions of urban schools influence research and policy measures. Lastly, this paper offers a brief exploration of recent movements and complications concerning urban education reform.Item Boards as an Accountability Mechanism(Urban Institute, 2014-05) Ostrower, Francie Dr.Boards are central to the system of nonprofit accountability, but their adequacy has been increasingly questioned by policymakers, media, researchers and others. There is good reason to be concerned about board performance, but to date but no preferable alternative mechanism has been proposed. Thus, understanding how boards function and identifying strategies for strengthening them remains key to enhancing nonprofit accountability. This paper examines board functioning in relation to both legal and broader conceptions of accountability, and empirical evidence from over 5,100 nonprofits in the Urban Institute National Survey of Nonprofit Governance. After discussing areas of board weakness, the paper considers various approaches to improving boards, including regulation, self-regulation, policy-oriented, and management-oriented strategies. The paper argues that as important as legal regulation and oversight may be, broader accountability and performance expectations must be addressed at the level of practice, within boards and organizations, and take nonprofit heterogeneity into account.Item Charter Schools: The Destruction of Teacher Certification in New York State(Texas Education Review, 2018) Wing, Michelle; Saboda, JenniferItem Establishing Equity: Aligning Dual Language Bilingual Education to HB3 Sec. 11.185 Texas Early Childhood Literacy & Mathematics Proficiency Plans(Texas Education Review, 2021) Núñez-Porras, Patricia; Hernández, JuliaThis policy brief provides recommendations that address dual language bilingual education and House Bill 3 (HB3) Texas Early Childhood Literacy & Mathematics Proficiency Plans requirement. How can the HB3 Texas Early Childhood Literacy & Mathematics Proficiency Plan requirement set appropriate reading goals for dual language students designated as English Learners? These recommendations are attentive to the unique trajectory of developing literacy in two languages (biliteracy) and accurately report a students’ biliteracy growth. Adopting the stated recommendations will ensure valid measures of students’ literacies, establish an accountability system and drive an accurate appropriation of funds to support robust dual language bilingual education implementation.Item Shooting for the STAAR: An Authentic Assessment Pilot Proposal to Replace Inequitable High-Stakes Accountability(Texas Education Review, 2021) Madrigal III, Alejandro (Trae); Epstein, ElizaThis brief is organized into four (4) main sections. We first discuss the inadequacy, inefficacy, and bias of standardized, high-stakes assessments. These assessments do not deliver on promises made by proponents and that they, in fact, do long-term harm to teachers and students, with a disproportionate negative impact on communities of color. The second section identifies the (unintended) deleterious effects of these assessments on classroom instruction and curriculum. The third section of this brief introduces HB 1867, a bill that establishes a Texas Commission on Assessment and Accountability to make recommendations for a high-quality accountability system that moves beyond the costly, racist, reproductive, and punitive system that currently plagues the state, its students, and its educators. We conclude with recommendations for an amendment to HB 1867, which includes the development of a pilot program for districts to explore and develop a system of authentic assessments to replace STAAR.Item Universal Jurisdiction for Syrian Cases: Path to Accountability or False Hope?(2021-12) Daghestani, SumayaThis thesis explores the potential utility of universal jurisdiction to prosecute atrocity crimes committed against the people of Syria by the Syrian regime and its affiliates. Entitled “Universal Jurisdiction for Syrian Cases: Path to Accountability or False Hope,” the thesis evaluates the potential efficacy of universal jurisdiction prosecutions to advance justice and accountability in the case of Syria. Of the various mechanisms that exist in the international criminal justice apparatus, many scholars, experts, and activists view universal jurisdiction, as one of the most viable means by which Syrian victims might hold perpetrators of crimes responsible. Universal jurisdiction is a legal means by which certain crimes particularly war crimes, crimes against humanity, and genocide -- can be prosecuted in national courts, regardless of where the crime occurred and the nationalities of the perpetrator and victim. It is the basis of several ongoing prosecutions against officials of the Assad regime. One earlier prosecution resulted in a conviction. These cases offer hope to Syrians around the globe that government actors and agents responsible for heinous attacks and crimes against the Syrian people will be held accountable. Drawing on lessons learned from other uses of universal jurisdiction, this thesis examines the extent to which universal jurisdiction can deliver accountability for Syria.Item Where Did Education in Texas Go Wrong? A Qualitative Analysis of How Standardized Testing Affects the Quality of Primary Education(2020-05-20) McCraney, Rebecca; Jones Barbour, JenniferEducation reform, like No Child Left Behind and Every Student Succeeds Act, introduced an intensified accountability system in which students, teachers, and schools are evaluated by standardized test scores. For Texas, in particular, the state assessment carries a great deal of weight in measuring accountability. As a result, schools are inundated with blame, pressure, and isolated responsibility in maintaining high test scores to secure adequate funding. In order to understand the source of challenges Texas education faces today, I conducted a qualitative analysis in the form of interviews. The data collected from the interviews revealed three key areas from which Texas education struggles stem from: accountability, assessment, and collaboration. The paper concludes with a few recommendations developed from the analysis such as: base accountability on teacher and student growth; use interim state assessments to track students’ progression; increase cross-industry collaboration.