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International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV


reviewed by Laura Hamilton September 25, 2007

coverTitle: International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV
Author(s): Louise F. Deretchin and Cheryl J. Craig (Eds.)
Publisher: Rowman & Littlefield, Lanham
ISBN: 1578865476, Pages: 251, Year: 2007
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This Yearbook addresses a timely topic.  In the United States, a debate is under way to reshape the No Child Left Behind (NCLB) legislation as the law’s reauthorization approaches.  There is a clear need for research to inform this process:  Much of the praise as well as criticism for the law is based on anecdotes regarding its effects on schools and classrooms rather than on a systematic review of evidence.  At the same time, several other nations are experimenting with new systems for motivating improved student and educator performance, and many of them are looking to the experiences of countries with long histories of test-based accountability to determine the best way forward.  In addition, there is a resurgence of interest in pay-for-performance programs that would use test scores alone or in combination with other criteria to determine teacher or principal pay.  A volume that brings together international evidence on these... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: September 25, 2007
http://www.tcrecord.org ID Number: 14622, Date Accessed: 12/11/2018 10:32:39 PM

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About the Author
  • Laura Hamilton
    RAND Corporation
    E-mail Author
    LAURA S. HAMILTON is a Senior Behavioral Scientist at the RAND Corporation where she conducts research on educational assessment, accountability, instructional practices, and school reform implementation. She is currently directing or co-directing several large studies, including an investigation of the implementation of standards-based accountability in response to No Child Left Behind, a study of teachers' responses to pay for performance, and an evaluation of a leadership development program for principals in urban school districts. She received a Ph.D. in educational psychology and an M.S. in statistics from Stanford University.
 
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