On Educational Accountability: A Case Study of the Implementation of the ISTEP+ Program in the U.S. State of Indiana
The ESEA has been put into practice in the U.S. for nearly 50 years and one of its goals is to facilitate the educational accountability of every state. The landscape of educational accountability in the U.S. is complex. Programs run the gamut from individual schools administered by local board of education to NCLB implemented by the federal government. Various programs have been implemented by the states and the District of Columbia. The State of Indiana has been active in responding to the federal policy on school performance responsibility with the implementation of the ISTEP+ Program since 1987, and it was given the top ranking by Quality Counts 2008 and 2012 because of its “learning achievement standards of quality and performance accountability.” This study examined the ISTEP+ Program in detail for its implementation between 1987 and 2014-15 school years, focusing on its contents and related issues. Ten major disputes and problems faced by the program were first discussed; secondly, according to the analysis of the implementation experience, the factors of school accountability in the State of Indiana were summarized; and finally, based on its main findings, this study put forward eight specific proposals for the development of the program.
|關鍵詞||ISTEP+計畫、學校教育表現、績效責任、ISTEP+ program、school performance、educational accountability|