Recent days have brought several thoughtful commentaries on results-based accountability in K-12 education, why it’s important, what it’s accomplished and why it needs to continue.
Such attention is exceptionally timely, as the negotiations presently underway between Senators Lamar Alexander and Patty Murray in pursuit of a bipartisan formula for reauthorizing No Child Left Behind will inevitably devote much attention to the issues surrounding school (and teacher) accountability.
Like Mike Petrilli, I’m convinced that this can no longer be managed from Washington. Like Mike, I’m also convinced that accountability for results in K–12 education must continue. Losing it would carry us back to the pre-Coleman era when schools were judged not by their results but by their inputs, promises, and services, and teachers were evaluated by brief classroom visits from supervisors who arrived with no data, no rubrics—and no ability to do anything about problematic instructors. (Alas, that last shortage remains the norm, as does the practice of finding just about every teacher satisfactory, if not outstanding.)
The only thing that really matters about a school (or teacher)—beyond such basics as children’s safety—is whether kids are learning there. If they’re not, something must be done to change the situation.
But that’s where the soup thickens. What, exactly, to do? The drafters of NCLB thought they knew, and accordingly imposed a cascade of sanctions, plans, and interventions intended to “turn around” failing schools (and districts), as well as some choice-based actions intended to give kids alternatives to such schools. They...