Systems holding schools accountable for student performance are in place in every state and policymakers are now making adjustments to comply with No Child Left Behind. Implementation of new accountability systems raises difficult technical and political issues such as designing appropriate and adequate measures, determining whether to use absolute criteria and/or criteria based on progress, and adjusting for student background to ensure fairness and equity for both students and schools. Below is a listing of CPRE research that examines the issues that states and districts confront as they implement systems to hold schools accountable for student performance.

 

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Item Title	Project Status
Accountability Fuhrman, Susan; Richard Elmore; Martin Carnoy	Completed
Accountability for Results Elmore, Richard; Leslie Siskin; Martin Carnoy	Completed
Bottom Line (The) Goertz, Margaret	Completed
Evaluation of School Improvement Efforts in Hamilton, TN Weinbaum, Elliot; Riggan, Matthew	Current
Evaluation of the America’s Choice Comprehensive School Reform Design Supovitz, Jonathan; Henry May	Completed
Evaluation of the Children Achieving Challenge Initiative in Philadelphia, PA Corcoran, Tom	Completed
Evaluation of the Cincinnati Public Schools Supovitz, Jonathan; Tom Corcoran	Completed
Evaluation of the El Paso Math/Science Partnership Corcoran, Tom; Henry May; Marian Robinson	Completed
Evaluation of Title I Accountability Systems and School Improvement Efforts Goertz, Margaret	Completed
Formative Evaluation of the Inquiry Team Process in NYC Schools Robinson, Marian and Tom Corcoran	Current
Learning to Think, Thinking to Learn Corcoran, Tom	Completed
Reconstitution as a Remedy for School Failure O'Day, Jennifer	Completed
State and Local Education Reform Policy: From Congress to the Classroom Goertz, Margaret; Diane Massell; Robert Floden; Suzanne Wilson	Completed
Study of High School Strategies for Instructional Improvement Supovitz, Jonathan; Susan Fuhrman; Margaret Goertz; Richard Elmore; Martin Carnoy	Completed
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