|
Showing 1 - 8 of
8 matches in All Departments
This report describes a framework used to organize available
empirical information on one form of performance-based management,
a performance-based accountability system (PBAS), which identifies
individuals or organizations that must change their behavior to
improve an activity1s performance, an incentive structure to
motivate those changes, and measures tailored to inform the
incentive structure.
The authors analyze the systems of three districts and two states
that have begun or are planning to incorporate measures of student
performance into teacher evaluations. They examine how the systems
are addressing assessment quality, evaluating teachers in nontested
subjects and grades, and assigning teachers responsibility for
particular students. The authors also discuss measurement
challenges for policymakers to consider.
Performance-based accountability systems (PBASs) link incentives to
measured performance to improve services to the public. Research
suggests that PBASs influence provider behaviors, but little is
known about PBAS effectiveness at achieving performance goals. This
study examines nine PBASs that are drawn from five sectors: child
care, education, health care, public health emergency preparedness,
and transportation.
Performance-based accountability systems (PBASs) link incentives to
measured performance to improve services to the public. Research
suggests that PBASs influence provider behaviors, but little is
known about PBAS effectiveness at achieving performance goals. This
study examines nine PBASs that are drawn from five sectors: child
care, education, health care, public health emergency preparedness,
and transportation.
In our increasingly technological society, improving students'
performance in mathematics and science has become a critical
challenge. During the 1990s, the National Science Foundation funded
a series of Systemic Initiatives designed to change the way these
subjects are being taught in schools throughout the country. These
initiatives sought to align all aspects of the educational system
in support of ambitious curriculum and performance standards, with
particular emphasis on teacher training and professional
development to promote effective changes in instructional practice.
This briefing, in response to a request from a citizens' group,
uses publicly available data to describe important features of the
Santa Monica-Malibu Unified School District (SM-MUSD) in comparison
to three sets of districts: five districts similar to S
|
|