Unsatisfactory student performance relative to standards or lack of forward progress triggers a calibrated series of interventions with the agent, which might range from technical assistance and capacity building to the reconstitution of entire schools or districts as a last resort. Agents accountable for student learning and performance clearly understand what they are responsible for and how rewards, interventions and sanctions are decided on. People and institutions being sanctioned have due process avenues for appeal. All schools are capable of exercising school-wide strategic judgment in organizing curricula and allocating resources to enhance student learning. All teachers, administrators, and other school personnel are capable of working as a collaborative community focused on student learning as their highest priority.
All schools have an adequate number of teachers and support personnel.
Teachers in all schools possess the knowledge, skills, and dispositions necessary to help all students learn. All schools are equipped with adequate and appropriate technology, supplies, and physical space to effectively deliver programs and services. Those responsible for governing accountability identify and make recommendations regarding statutes, rules, and regulations that are in conflict with achieving the goals of the accountability system. The accountability system includes an assessment of the degree to which higher education prepares an adequate number of well-qualified administrators, teachers, and support staff. The accountability system has widespread support.