Meaningful Learning in a New Paradigm for Educational Accountability: An Introduction

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Abstract

This special issue furthers the conversation begun in the August 2014 of edition of Education Policy Analysis Archives in the article Accountability for College and Career Readiness: Developing a New Paradigm by Linda Darling-Hammond, Gene Wilhoit and Linda Pittenger. That paper posits that as schools across the country take on the challenge of preparing all children for success in college, career, and life, states must in turn move toward creating more aligned systems of assessment and accountability. The authors recommend “an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school” (p. 1). This issue focuses particularly upon accountability for meaningful learning with subsequent issues focusing on professional accountability and resource accountability.

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How to Cite
Darling-Hammond, L., & Snyder, J. (2015). Meaningful Learning in a New Paradigm for Educational Accountability: An Introduction. Education Policy Analysis Archives, 23, 7. https://doi.org/10.14507/epaa.v23.1982
Section
A New Paradigm for Educational Accountability
Author Biographies

Linda Darling-Hammond, Stanford University

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she is Faculty Director of the Stanford Center for Opportunity Policy in Education. Her latest book is Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning (Wiley, 2014).

Jon Snyder, Stanford Center for Opportunity Policy in Education, Stanford University

Jon Snyder is Executive Director of SCOPE and former chief academic officer/dean of the College at Bank Street College of Education.

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