Article:accountability Mechanisms In Big City Schools

Running head : EDUCATIONAL ACCOUNTABILITYCritical Review on Schools facts of lifeal AccountabilityName of StudentUniversity /CollegeProfessor /InstructorClass /SubjectCritical Review on Schools Educational AccountabilityEducational Accountability is one of the many important factors that should be monitored in schooltimes and universities by dint ofout the world . It is by determining the commitment and come uponments of the different schools that the quality of education in the society is measured Darling-Hammond and Ascher pointed out that there be different types of obligation mechanisms that should employed in an educational excogitation with labyrinthine sense (1991 . These types include political , legal bureaucratic , professional person and food market accountabilities (Darling-Hammond 1991 . Such atomic numbe r 18 crucial to quality education and it is factual that isotropy is ca-ca throughd surrounded by these mechanismsExamining the five inclined types of mechanisms , it is easy to find that non e rattling(prenominal) of these accountabilities argon actu tot eachyy in coach connection with the others at first glance . For example , bureaucratic and professional answerability are somehow contradicting . The authors stated that bureaucratic office requires a draw of rules from education departments while professional accountability is the bestowment of schoolman freedom to t all(prenominal)ers and school mentors (Darling-Hamilton 1991 . How thence can a professional educator express academic freedom if he would have to follow a set of rules and policies ratified by government educational departments ? It would not be a oppugn if both the educator s principles in instruct and those of educational departments are the same . But what happens when such beliefs are contradictin g ? It is therefore very significant to poin! t out the balance between all these mechanisms . Although each mechanism should be given importance , each should as well as be given limitations . By doing so , the balance between all the accountabilities is achievedSince educational accountability is crucial to an educational institution , it is thus appropriate that trusted undertakings should be done for assessment . Therefore , achieving accountability is believed to be attained by assessing schoolchild educational and learning developments through exams (Darling-Hammond , 1991 . The authors believed this is not enough .

Educational development of students d oesn t exactly telephone the institution s accountability . This is certainly true since accountability does not only concern the students learning process but it too includes the school s presidentship protocols and efficiency of the educational body . To achieve accountability , the teachers professionalism and the school managements sense of responsibility should also be evaluatedDue to the need to measure accountability , index number systems are constructed to break up gauge student achievement and administration efficiency . In the article by Darling-Hammond and Ascher , certain factors that should be considered in creating indicator systems where mentioned . It is asserted that indicators should be problem-oriented relevant to indemnity , reflective of educational outcomes , indicative of student backgrounds and illustrative of school context (Darling-Hammond 1991 . Analyzing these factors , it is not difficult to conclude that achieving accountability by merely eva luating student test results is inadequate . Moreover! , repeatedly using this system will put the educational system s progress to stagnancy . It is thus a challenge to all educational policy-makers as well as to administrators and educators...If you want to get a plentiful essay, order it on our website: BestEssayCheap.com

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