The Public Schools Accountability Act (PSAA) was passed in California in 1999 as the first step in developing a comprehensive system to hold students, schools, and districts accountable for improving student performance. The system establishes a code of conduct for all teachers stating that their overall objective for the student is to achieve and progress academically. The PSAA was passed to make sure that student excel in school, and are able to perform with the best of their abilities. It is to make sure that teachers and school staff encourage students and instruct them in different ways. In the PSAA, it covers three main components that ensure students growth; the Academic Performance Index (API), the Immediate Intervention/ Underperforming Schools Program (II/USP), and the Governor’s Performance Award (GPA) program. Each of these components is used to develop and emerge a students education, and even make the PSAA work smoothly and correctly.
The Academic Performance Index (API), is used to measure the progress within the school. The program now includes a Standardized Testing and Reporting (STAR) system, testing at the elementary levels, known as the California Achievement Test (CAT), and a high school exit exam (CAHSEE), both aligned with academic content standards. The API
These comprehensive accountability standards put California in a good position to meet the provisions of the 2001 federal law known as No Child Left Behind (NCLB) and are the components the state uses for measuring Adequate Yearly Progress (AYP).
A standardized test is a test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a predetermined, standard manner.
Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. Assessment data can be obtained from directly examining student work to assess the achievement of learning outcomes or can be based on data from which one can make inferences about learning. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community, a course, an academic program, the institution, or the educational system as a whole. The word 'assessment' came into use in an educational context after the Second World War.
The No Child Left Behind Act of 2002 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. The Act required states to develop assessments in basic skills. To receive federal school funding, states had to give these assessments to all students at select grade levels.
The Academic Performance Index (API) was a measurement of academic performance and progress of individual schools in California, United States. The API was one of the main components of the Public Schools Accountability Act passed by the California State Legislature in 1999. It was last updated for the 2012–2013 school year, an on March 15, 2017, the California State Board of Education and the California Department of Education launched a new accountability system to replace the Academic Performance Index to better measure California's education goals. The replacement reporting interface is the California School Dashboard.
The Elementary and Secondary Education Act (ESEA) was passed by the 89th United States Congress and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "War on Poverty", the act has been the most far-reaching federal legislation affecting education ever passed by the United States Congress.
The Standards of Learning(SOL) is a public school standardized testing program in the Commonwealth of Virginia. It sets forth learning and achievement expectations for core subjects for grades K-12 in Virginia's Public Schools. The standards represent what many teachers, school administrators, parents, and business and community leaders believe schools should teach and students should learn. The Virginia Department of Education, schools, and school systems routinely receive essential feedback on the effectiveness of implementation and address effective instructional strategies and best practices. The Standards of Learning is supportive of and direct response to No Child Left Behind Act, which was signed into law by then-President George W. Bush on January 8, 2002. They address student achievement in [http://www.doe.virginia.gov/testing/index.shtml four critical areas: (1) English, (2) mathematics, (3) science, and (4) history/social studies. Students are assessed in English and mathematics in grades 3-8 and upon completion of certain high school level courses. Science and history SOL are administered in grades 3, 5, 6, 7 and 8 and at the end of completing high school courses in these respective subjects.
The California State Board of Education is the governing and policy-making body of the California Department of Education. The State Board of Education sets K-12 education policy in the areas of standards, instructional materials, assessment, and accountability. The State Board of Education adopts textbooks for grades K-8, adopts regulations to implement legislation, and has authority to grant waivers of the Education Code. Content standards are designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. The State Board of Education has eleven members, including one student member, all appointed by the Governor of California. The student member is selected from a group of three students nominated by the board. Those are picked from the delegation of the Student Advisory Board on Education, a conference run by the California Association of Student Councils.
Adequate Yearly Progress (AYP) is a measurement defined by the United States federal No Child Left Behind Act that allows the U.S. Department of Education to determine how every public school and school district in the country is performing academically according to results on standardized tests. As defined by National Council on Measurement in Education (NCME), AYP is "the amount of annual achievement growth to be expected by students in a particular school, district, or state in the U.S. federal accountability system, No Child Left Behind (NCLB)." AYP has been identified as one of the sources of controversy surrounding George W. Bush administration's Elementary and Secondary Education Act. Private schools are not required to make AYP.
The Standardized Testing and Reporting (STAR) Program measures performance of students undergoing primary and secondary education in California. It was replaced in late 2013-early 2014 with the California Assessment of Student Performance and Progress (CAASPP), also known as the Measurement of Academic Performance and Progress (MAPP).
Francisco Bravo Medical Magnet High School is a magnet public high school in the Los Angeles Unified School District with a focus on serving students who plan to study in the healthcare field. It is located near the LAC+USC Medical Center, in the Lincoln Heights neighborhood of Los Angeles, California, United States.
California Distinguished School is an award given by the California State Board of Education to public schools within the state that best represent exemplary and quality educational programs. Approximately 5-10% of California schools are awarded this honor each year following a selection process. It is one of many programs in the California School Recognition Program (CSRP) and is funded by CSRP sponsors.
An exit examination is a test that students must pass to receive a diploma and graduate from school. Such examinations have been used in a variety of countries; this article focuses on their use within the United States. These are usually criterion-referenced tests which were implemented as part of a comprehensive standards-based education reform program which sets into place new standards intended to increase the learning of all students.
Education reform in the United States since the 1980s has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE reform movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.
The Rhode Island Department of Elementary and Secondary Education (RIDE) is a state agency in Rhode Island that oversees the elementary and secondary education system from pre-Kindergarten through high school. It is headquartered in Providence. RIDE works closely with the Rhode Island Office of the Postsecondary Commissioner (RIOPC), the agency charged with overseeing higher education. Together, RIDE and RIOPC aim to provide an aligned, cohesive, and comprehensive education for all students.
Race to the Top, abbreviated R2T, RTTT or RTT, was a $4.35 billion United States Department of Education competitive grant created to spur and reward innovation and reforms in state and local district K-12 education. Funded as part of the American Recovery and Reinvestment Act of 2009, it was announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009. States competing for the grants were awarded points for enacting certain educational policies, instituting performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness, adopting common standards, adopting policies that did not prohibit the expansion of high-quality charter schools, turning around the lowest-performing schools, and building and using data systems.
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium featuring two states, the District of Columbia, the Department of Defense Educational Activity, and the Bureau of Indian Education, that work to create and deploy a standard set of K–12 assessments in Mathematics and English, based on the Common Core State Standards.
The highly qualified teacher provision is one of the goals of the No Child Left Behind Act (NCLB) of 2001. The term highly qualified teachers (HQT) comes from the original language of Title II of the No Child Left Behind Act. Title II of NCLB designates federal funds to educational agencies for the purpose of improving the student achievement through the professional development of highly qualified teachers and principals. To qualify for this funding, states must comply with a series of conditions stipulated in NCLB, and track their progress toward goals each state sets. Title II was originally known as the Eisenhower Professional Development Program, and has undergone several reauthorizations, though the original intent has remained relatively intact. The main goals of the highly qualified teacher provision is to ensure that every classroom is staffed by a teacher deemed "highly qualified" under conditions set by NCLB. As some point out, this section of NCLB is quite at odds with the general thrust of NCLB because it focuses on school inputs rather than student outcomes. The sections of NCLB designated to HQTs allocates the majority of the funds to the states and does not clearly define at the federal level what is and what is not a highly qualified teacher, allowing for more local definitions of this term. This provision has come under much scrutiny, as it is up to states to decide how to measure highly qualified, and states are not holding their teachers to the same level of rigor across the country. Since its reauthorization in 2001, Title II has yet to reach its stated goal of ensuring that 100% of teachers in public schools in the United States are highly qualified.
An elementary school, also called primary school, is the main point of delivery of primary education in the United States, for children between the ages of 6–11 and coming between pre-kindergarten and secondary education.
The Every Student Succeeds Act (ESSA) is a US law passed in December 2015 that governs the United States K–12 public education policy. The law replaced its predecessor, the No Child Left Behind Act (NCLB), and modified but did not eliminate provisions relating to the periodic standardized tests given to students. Like the No Child Left Behind Act, ESSA is a reauthorization of the 1965 Elementary and Secondary Education Act, which established the federal government's expanded role in public education.
Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to data-driven decision making. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.
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