Because their sample of schools did not operate in a strong external accountability environment, the authors are cautious about generalizing. Thus, accountability begins at home. Published jointly by MPR Associates, National Center for Research in Vocational Education, and AASA, 1998. 208 pages plus 64 worksheets. Meeting the new standards requires sophisticated leadership to maintain a steady focus on improvement while still satisfying the relentless everyday demands of constituents.
Schools typically generate reams of data for routine reports to state agencies.
But instead of filing and forgetting this information, schools can use it to maintain control over their reform efforts rather than being totally driven by external tests. Because system goals are often stated broadly, a second step is needed to sharpen expectations. The third step identifies existing data sources that may serve as useful indicators and creates new information through questionnaires, teacher logs, focus groups with stakeholders, and classroom observations. However, the raw data alone are of limited use. Leaders must sort through a variety of complex issues such as what numerical form will be most meaningful, or who, what, and when to measure.