Article:accountability Mechanisms In Big City Schools

Running head : EDUCATIONAL ACCOUNTABILITYCritical Review on Schools program lineal AccountabilityName of StudentUniversity /CollegeProfessor /InstructorClass /SubjectCritical Review on Schools Educational AccountabilityEducational Accountability is one of the many important factors that should be monitored in take aims and universities doneout the world . It is by determining the commitment and come uponments of the different schools that the quality of education in the society is measured Darling-Hammond and Ascher pointed out that there be different types of obligation mechanisms that should employed in an educational trigger with labyrinthine sense (1991 . These types include political , legal bureaucratic , professional person and food market accountabilities (Darling-Hammond 1991 . Such be crucial to quality educa tion and it is factual that isotropy is compassd among these mechanismsExamining the five inclined types of mechanisms , it is easy to find that not on the whole of these accountabilities atomic number 18 actu any(prenominal)(prenominal)y in coach connection with the others at first glance . For example , bureaucratic and professional responsibility ar somehow contradicting . The authors stated that bureaucratic business requires a draw of rules from education departments while professional accountability is the conferment of schoolman freedom to teachers and school mentors (Darling-Hamilton 1991 . How thence can a professional educator express academic freedom if he would have to follow a set of rules and policies ratified by government educational departments ? It would not be a hesitancy if both the educator s principles in instruct and those of educational departments are the same . But what happens when such beliefs are contradicting ? It is therefore really significant to point out the balance betwee! n all these mechanisms . Although each mechanism should be given importance , each should as well as be given limitations . By doing so , the balance between all the accountabilities is achievedSince educational accountability is crucial to an educational institution , it is thus appropriate that certain(p) undertakings should be done for assessment . Therefore , achieving accountability is believed to be attained by assessing schoolchild educational and learning developments through exams (Darling-Hammond , 1991 . The authors believed this is not enough .

Educational development of students doesn t exactly bound the institution s accou ntability . This is certainly true since accountability does not only concern the students learning process but it in any case includes the school s disposition protocols and efficiency of the educational carcass . To achieve accountability , the teachers professionalism and the school managements sense of responsibility should also be evaluatedDue to the need to measure accountability , index number systems are constructed to break up gauge student achievement and administration efficiency . In the article by Darling-Hammond and Ascher , certain factors that should be considered in creating indicator systems where mentioned . It is asserted that indicators should be problem-oriented relevant to insurance , reflective of educational outcomes , indicative of student backgrounds and illustrative of school context (Darling-Hammond 1991 . Analyzing these factors , it is not difficult to conclude that achieving accountability by merely evaluating student test results is inadequate . Moreover , repeatedly using this system will put ! the educational system s progress to stagnancy . It is thus a challenge to all educational policy-makers as well as to administrators and educators...If you want to master a plentiful essay, order it on our website: BestEssayCheap.com

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