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Cover -- Contents -- Acknowledgments -- Part I: INTRODUCTION -- Chapter 1: Introduction -- NEW ACCOUNTABILITY SYSTEMS -- ROOTS OF THE NEW ACCOUNTABILITY -- THE THEORY OF ACTION UNDERLYING NEW ACCOUNTABILITY SYSTEMS -- OVERVIEW OF CHAPTERS -- REFERENCES -- Chapter 2: Complexity, Accountability, and School Improvement -- INTRODUCTION AND FRAMEWORK -- BUREAUCRATIC ACCOUNTABILITY AND SCHOOL IMPROVEMENT -- PROFESSIONAL ACCOUNTABILITY: ALTERNATIVE OR ADDITION? -- A BETTER WAY: COMBINING BUREAUCRATIC AND PROFESSIONAL ACCOUNTABILITY -- ACKNOWLEDGMENTS -- REFERENCES -- Part II: ISSUES IN DESIGNING ACCOUNTABILITY SYSTEMS -- Chapter 3: Validity Issues for Accountability Systems -- THEORY OF ACTION FOR ACCOUNTABILITY SYSTEMS -- EDUCATIONAL TESTING AND ASSESSMENT -- INTENDED USES AND INTERPRETATIONS OF TESTS -- TEST SPECIFICATIONS -- USE OF TESTS TO MAKE HIGH-STAKES DECISIONS ABOUT INDIVIDUAL STUDENTS -- SUMMARY AND CONCLUSION -- REFERENCES -- Chapter 4: Accountability Models -- FOCUS OF ACCOUNTABILITY -- MEASURES -- REPORTING METRICS -- THE ROLE OF SOCIOECONOMIC BACKGROUND -- PERFORMANCE OF SUBGROUPS OF STUDENTS -- MODELS -- SUMMARY AND CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 5: Benchmarking and Alignment of State Standards and Assessments -- METHODOLOGY -- FINDINGS -- CONCLUSIONS AND IMPLICATIONS -- REFERENCES -- Chapter 6: Biting the Bullet: Including Special-Needs Students in Accountability Systems -- FEDERAL LAWS SUPPORTING INCLUSIVE ACCOUNTABILITY SYSTEMS -- WHICH SPECIAL-NEEDS STUDENTS HAVE BEEN EXCLUDED? -- CURRENT APPROACHES TO INCLUDING STUDENTS IN STATE ACCOUNTABILITY SYSTEMS -- INTENDED AND POTENTIAL UNINTENDED EFFECTS OF INCLUSION IN ACCOUNTABILITY -- BITING THE BULLET -- ACKNOWLEDGMENTS -- NOTE -- REFERENCES -- Part III: EFFECTS OF ACCOUNTABILITY SYSTEMS -- Chapter 7: The Effects of Testing on Instruction

THIS ARTICLE DESCRIBES KEY CLINTON ADMINISTRATION INITIATIVES IN EDUCATION AND THE FRAMEWORK THAT UNDERLIES THEM. IT THEN ADDRESSES FOUR ASPECTS OF INTERGOVERNMENTAL RELATIONSHIPS HIGHLIGHTED BY CURRENT FEDERAL POLICY: AN EMPHASIS ON POLICY COHERENCE WITHIN AND ACROSS GOVERNMENTS; THE EMERGING IMPORTANCE OF 'NATIONAL,' AS OPPOSED TO FEDERAL, POLICY LEADERSHIP; THE ACCEPTANCE OF THE KEY ROLE OF STATES IN EDUCATION POLICY; AND, PERHAPS, MORE STABILITY IN THE FEDERAL SYSTEM RELATED TO THE CONVERGENCE OF POLICY AT ALL LEVELS AROUND RESULTS OR OUTCOMES.

A discussion of the transition in US education policy since 1983. The states have become leaders in educational policy making, & the federal role, historically small in terms of funding but important in providing programmatic leadership, has diminished. Legislators & governors have eclipsed state boards & education experts in formulating policies related to teaching & learning. Local districts, as a result, feel that their autonomy is severely threatened. Modified HA

Cover -- Contents -- Foreword by Susan H. Fuhrman -- Acknowledgments -- Introduction -- Examining the Contribution of No Child Left Behind -- Organization of This Book -- Chapter 1. Equal Educational Opportunity: An American Imperative -- The Profound Impact of Brown v. Board of Education -- The State Court Education Adequacy Decisions -- Chapter 2. Confronting Opportunity Gaps -- The Scope of Poverty in the United States Today -- The Academic Achievement Gaps of Children Living in Poverty -- How Poverty Affects Learning -- The Added Impact of School Resource Gaps -- NCLB's Failure to Respond to Students' Needs -- Chapter 3. NCLB and the Changing Federal Role in American Education -- Early Federal Involvement in Education -- The Modern Era -- Standards Reform and Goals 2000 -- Politics, Compromises, and the Emergence of NCLB -- Summary of NCLB's Structure and Major Provisions -- Chapter 4. Meaningful Educational Opportunity: A Vital and Viable Mission for NCLB -- Defining Meaningful Educational Opportunity -- Learning from "Opportunity to Learn" -- The Components of Meaningful Educational Opportunity -- Revising NCLB to Promote Reform -- 5. Providing Effective Teachers for All Students -- Teaching: A Prime Example of the ResourcesNeeded for Meaningful Educational Opportunity -- NCLB's Current "Highly Qualifi ed Teacher" Mandate -- Attracting, Developing, and Retaining Truly Effective Teachers -- Chapter 6. Securing Adequate Funding -- Money Matters -- Determining Costs Objectively -- NCLB's Funding Shortfalls -- Providing Adequate Funding for Meaningful Educational Opportunity -- Chapter 7. Ensuring Quality Standards, Assessments,and Progress Requirements -- Challenging State Standards -- Valid Student Assessments -- Sound Progress Requirements -- Chapter 8. Building Local Capacity for School Improvement -- Current Capacity-Building Efforts