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Framework for an Effective Assessment and Accountability Program: The Philadelphia Example


by Andrew C. Porter & Mitchell D. Chester — 2004

The purpose of this article is to put in the hands of researchers, practitioners, and policy makers a powerful framework for building and studying the effects of high-quality assessment and accountability programs. The framework is illustrated through a description and analysis of the assessment and accountability program in the School District of Philadelphia.


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Cite This Article as: Teachers College Record Volume 106 Number 6, 2004, p. 1358-1400
http://www.tcrecord.org ID Number: 11576, Date Accessed: 12/15/2017 1:33:59 AM

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About the Author
  • Andrew Porter
    Vanderbilt University
    E-mail Author
    ANDREW PORTER is Patricia and Roetes Hart Professor of Educational Leadership and Policy and director of the Learning Sciences Institute at Vanderbilt University. He has published widely on psychometrics, student assessment, education indicators, and research on teaching. His current work focuses on curriculum policies and their effects on opportunity to learn. He is an elected member and former officer of the National Academy of Education, lifetime national associate of the National Academies, and Immediate Past-President of the American Educational Research Association.
  • Mitchell Chester
    Ohio Department of Education
    E-mail Author
    MITCHELL CHESTER is Assistant Superintendent for Policy and Accountability with the Ohio Department of Education. His research interests include large-scale assessment, accountability systems, school improvement initiatives, and urban education. Chester is the coauthor, along with Andrew Porter, of a paper on accountability that was published in the 2002 volume of Brookings Papers on Education Policy. Chester authored an article on the use of multiple measures for high-stakes student decisions that was published in 2003 in Educational Measurement: Issues and Practices.
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