By J. Douglas Willms
First released in 1992. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra info for Monitoring School Performance: A Guide for Educators
The belief is that inter-school or inter-district comparisons will stimulate competition and motivate educators to provide a better education. The standardized achievement tests used in performance monitoring have been standardized on nationally representative samples. Thus, the scores of individuals or the average scores of schools or districts can be compared with national norms. Norm-referenced achievement tests (NRTs) cover a large domain of academic skills, but have few items covering any specific set of skills.
The board appoints a chief executive officer—the superintendent—who is charged with managing school affairs. The superintendent delegates much of the authority and responsibility to school principals. Although most links are loosely coupled, those between parents and the board often are not, at least compared with analogous relationships in the UK. Parents in the US are quick to voice concerns to their elected boards, and boards are usually quick to respond. The result is greater diversity in types of school offerings.
To whom? What rewards or sanctions are implicitly or explicitly linked to the findings? , see US Department of Education, 1988). Actors at different levels of the schooling system differ in their goals for performance monitoring. Those at higher levels of the system want information pertaining to overall trends in performance, and want to assess whether particular schools or districts are consistently performing below standard. In some cases, they use monitoring data to examine inequalities in attainment, or to assess the impact of particular reforms.