2003 | 169 Pages | ISBN: 0-87120-833-4 | pdf | 1.25Mb
For many educators, accountability has become a dirty word. One superintendent even admonished me not to use “the A-word” because it was just too emotionally volatile a term in his district. No wonder. In virtually every school system in the world, accountability is little more than a litany of test scores. The prevailing presumption is that test scores, typically reported as the averages of classes, schools, or systems, are the only way to hold teachers accountable.
Teachers know, of course, that their jobs are far more complex than what can be measured by students’ performance on a single test, and they understandably resent the simplistic notion that their broad curriculum, creative energy, and attention to the needs of individual students can be summed up with a single number.