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A Framework for Effective Management of School System Performance


by Lauren B. Resnick, Mary Besterfield-Sacre, Matthew Mehalik, Jennifer Zoltners Sherer & Erica Rosenfeld Halverson — 2007

As standards-based accountability systems have become common in American schools, performance data on state and national tests have become the bottom line of the educational enterprise, with systems for analyzing student test performance and for raising student test scores garnering substantial interest. Calls for data-driven management seem to focus largely on the use of student performance data to help teachers and administrators respond earlier to signals about how students are likely to perform on end-of-year or periodic state and national tests. This form of assessment-driven education focuses almost entirely on student performance—the output of education. The authors of this chapter believe that there is another essential kind of assessment that is needed if student-based assessment is to have its full, intended effect.


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This article originally appeared as NSSE Yearbook Vol 106. No. 1.


Cite This Article as: Teachers College Record Volume 109 Number 13, 2007, p. 155-185
http://www.tcrecord.org ID Number: 18515, Date Accessed: 6/25/2017 6:36:02 AM

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About the Author
  • Lauren Resnick
    University of Pittsburgh
    E-mail Author
    LAUREN RESNICK is Director of the Learning Research and Development Center at the University of Pittsburgh.
  • Mary Besterfield-Sacre
    University of Pittsburgh
    E-mail Author
    MARY BESTERFIELD-SACRE is Associate Professor and Fulton C. Noss Faculty Fellow in the Department of Industrial Engineering at the University of Pittsburgh.
  • Matthew Mehalik
    University of Pittsburgh
    E-mail Author
    MATTHEW MEHALIK is a professor in the Department of Industrial Engineering at the University of Pittsburgh.
  • Jennifer Zoltners Sherer
    University of Pittsburgh
    E-mail Author
    JENNIFER ZOLTNERS SHERER is a research associate in the Learning Research and Development Center at the University of Pittsburgh.
  • Erica Halverson
    University of Wisconsin-Madison
    E-mail Author
    ERICA HALVERSON is an Assistant Professor of Educational Psychology in the Learning Sciences area at the University of Wisconsin-Madison.
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