Accountability for Resources and Outcomes: 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). In this, the third of three focused volumes of EPAA, we hope to further that discussion and debate by focusing, one issue at a time, on each of the three elements of a truly responsible accountability system: 1) meaningful learning, 2) professional capacity and accountability, and 3) equitable and wisely used resources.

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How to Cite
Darling-Hammond, L., & Snyder, J. (2015). Accountability for Resources and Outcomes: An Introduction. Education Policy Analysis Archives, 23, 20. https://doi.org/10.14507/epaa.v23.2024
Section
A New Paradigm for Educational Accountability
Author Biographies

Linda Darling-Hammond, Stanford University

Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University and faculty director of the Stanford Center for Opportunity Policy in Education (SCOPE).  Snyder is Executive Director of SCOPE.

Jon Snyder, Stanford University

Dr. Jon Snyder is the Executive Director of the Stanford Center for Opportunity Policy in Education. Prior to joining SCOPE, he had worked as a researcher and a teacher/educator at Teachers College; the National Center for the Restructuring of Education, Schools, and Teaching; the National Commission on Teaching and America's Future; the University of California, Santa Barbara; and as chief academic officer/dean of the College at Bank Street College of Education. He remains engaged in researching teacher learning, conditions that support teacher learning, and the relationships between teacher and student learning.

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