American school performance accountability system

下面为大家整理一篇优秀的assignment代写范文- American school performance accountability system，供大家参考学习，这篇论文讨论了美国学校绩效责任制。以学生的学业成绩为导向的学校绩效责任制是在当代美国基础教育改革中逐渐确立起来的。首次国际教育测评的结果表明了美国的基础教育质量在下降，学生的数学和科学成绩的国际排名落后。学校、教师和学生都应当坚持学习的高标准并对此负责，学生在学习上达到高标准是学校、教育决策者和学生家长的共同责任，最终目的就是帮助每个学生获得成功。

From a historical perspective, the concept and practice of performance responsibility have existed in early school education. To analyze the performance responsibility from the relationship between school education and external society, we should first discuss power, because it is the basis of understanding the early concept of performance in school education. Power is mainly manifested in the forms of coercion, utility standardization and so on. In early school education, coercive control and utilitarian control were widely used.

In the history of education development, teachers are legally responsible to three kinds of power holders -- namely, Catholic church, secular government and administrative officials or managers with punitive power. In western societies, schools have traditionally been accountable to the church; And for most people, that responsibility is still with us today in school education. But in the United States, as the dominance of church schools declines and public schools dominate the education system, schools are increasingly accountable to secular governments. In this way, the state supervision system for schools has been established completely and definitely, and schools or teachers should be responsible for education managers or management departments. In the process of the gradual weakening of religious influence in school education and the establishment of national education system, the practice of school performance responsibility has shown that education administrators or management departments, on behalf of taxpayers, have spared no effort to require the school to ensure that education funds are used effectively and appropriately as far as possible. Strive to be accountable to the government, the public and children. This laid a foundation for the formation of modern school performance responsibility system.

Since the 1940s, the new economic theory that pays attention to efficiency has been gradually respected by people and has gradually affected all aspects of society. This trend also gradually affects the education field, and the performance responsibility management of education has become a common concern of the public. In the 1960s, the pursuit of education equality also required the school to connect education policies with goals, performance, reward and punishment systems and monitor the use of education resources through education budget and its implementation process. The fundamental reason is that the American public has accepted the concept and principle of supporting schools education with taxes and the sacred mission of supporting the country's public schools. A deep-rooted concept of Americans is that money input, resource utilization and hard work can solve all problems. From the perspective of "input", it emphasizes the performance responsibility of schools in capital management and resource allocation. Therefore, the American public pays close attention to the use of education funds as taxpayers. Some large enterprises also require strict control and implementation of the budget of education system in schools. In this context, the concept of performance responsibility became popular in the field of education in the United States in the 1970s.

When people understand and practice performance responsibility from the perspective of economy and management, school education performance responsibility "mainly refers to the process of obtaining the value of money from school education. It can be seen from this that the school education first needs to ensure that it is accountable to the public, indicating that the public tax or government appropriation is not used for other purposes but is properly used for students, faculty and staff, school buildings and teaching equipment, etc. And at the same time, it has to be right

The performance of the school or the education system of the school is monitored to make sure that the school can provide satisfactory education quality and school-running efficiency with government funding. Therefore, the school performance responsibility oriented by economic benefits is closely related to the government's funds allocation and capital control.

In the process of the formation of the performance responsibility system, James Coleman published the education report education equality of opportunity with turning significance in 1966, in which he analyzed how the education resources of the school affected the achievement of students. "The education report compares the distribution of education resources and opportunities among students of different ethnic groups and examines differences in test scores, scores or education results." Prior to this, the performance responsibility only focused on the problem of resource input, because people always assumed that the input and supply in teacher salary, education facilities, textbooks and other aspects could solve any problem that troubled the school education. Later, performance responsibility advocates to seek changes in students' achievements rather than increase of resources, so that education performance responsibility practice turns from focusing on the input of resources to the output of education results.

In order to improve the quality of basic education, the education act passed by the us congress in turn and the education summit meeting held in turn require the establishment of strict academic standards and an examination system to accurately measure students' academic performance. Establish and strengthen the performance responsibility system to promote school selection and school diversification; To link federal financial aid to improving and improving the academic performance of students at school, based on the assessment results of their academic performance. In this way, the states gradually established the performance responsibility system. American education weekly has clear definition: "the state or school districts require school districts, schools, or the student is responsible for the achievement of relevant policy, schools and school districts performance responsibility system usually use including student achievement and other indicators comparison school or school district, or to report to the public school district's performance, and based on their performance or progress status with rewards and punishment". It can be seen that the school performance responsibility system in the current education reform in the United States is different from the previous concept and practice of performance responsibility, which lays more emphasis on students' academic performance or performance.

The school performance responsibility system, which is oriented by students' academic performance, has been gradually established in the contemporary education reform. Both the results of the first international education assessment and the education report "the country is in crisis -- education reform is imperative" clearly show that the quality of basic education in the United States is declining, and students' international rankings in mathematics and science are lagging behind. Schools, teachers and students should adhere to and be responsible for high standards of learning. It is the common responsibility of schools, education employers, education decision makers and parents of students to achieve high standards of learning. The ultimate goal is to help every student achieve success.

Lessinger, known as the father of "performance responsibility", made an in-depth analysis of three rights in the process of education, the premise of performance responsibility. First, every child has the right to learn basic intellectual skills in order to become a constructive member of society; Secondly, taxpayers have the right to know the education result of education expenditure. Third, faculty members have the right to experience and technical support from community think tanks. Therefore, he believes that "in the most basic sense, performance responsibility means that public or private institutions sign contracts and agreements to engage in education services and are responsible for their education performance by using the prescribed education resources and performance standards within a specified period of time in accordance with the provisions jointly agreed upon". In essence, the performance responsibility system oriented by academic performance is to directly respond to the public's requirements for improving the education quality of the school. Therefore, academic standards should be clarified and the school should be given the responsibility for achieving standards and improving academic performance.

In the 1980s and 1990s, a series of basic education reforms in the United States adopted the reform strategy of "standards, evaluation and performance responsibility". In view of the low quality of education in public primary and secondary schools, the United States carried out the standard based education reform. The education reform aims to establish strict and unified national curriculum standards -- what students can know and do -- based on national goals in order to establish a unified national academic examination system. Develop national assessment standards and more effective standardized tests to promote the improvement of teaching methods and check students' learning progress and education results of the school. Education decision makers can therefore decide to take measures to reward successful schools and punish schools with persistently low performance or failure.

School performance responsibility has been gradually promoted and improved and developed into a system after continuous practice in the basic education reform in the United States. Responsibility system of modern school performance despite some different views, but it's on the practice of education reform and presents some common elements and specific measures, this design mainly includes the challenging clear evaluation standards and goals, selecting appropriate methods to evaluate a student's academic performance, report to the public and publish student performance and its evaluation results, based on student performance rating classification for schools, schools for rewards and punishment according to the evaluation results or take remedial measures to help school low performance, and so on. In a word, "performance responsibility is closely linked to standards, evaluation and results". Standards are the basis of performance responsibility system, testing and evaluation are the means to implement performance responsibility, and the result is the incentive mechanism of performance responsibility system.

In the school performance responsibility system, the evaluation standard stipulates the quality of students' learning results -- that is, the degree and level of requirement, excellence and completion, and provides the basis and tool for judging the quality of learning results. In the abstract theoretical level, the evaluation standard is manifested as learning standard or curriculum standard, which makes a general stipulation and a general explanation of students' learning results and provides directional guidance for classroom teaching. Learning standards define the learning results of students in school. They stipulate the knowledge and skills that students must learn and teachers must teach in school. Basic knowledge is what students should know, including the most important and vital viewpoints, problems, principles and concepts in various disciplines. Basic skills are what students should do, including thinking, working or studying, communicating or expressing, and researching. It also sets out the words, deeds and attitudes necessary for students to succeed on and off campus: to demonstrate and support the choices they have made; Develop constructive and satisfying relationships with others. However, the learning standard or curriculum standard must be specific to the teaching objectives and scoring rules in the implementation of evaluation.

On the practical level, the evaluation standard is the teaching target, which is the behavior of students when they successfully realize the learning process. Classroom teaching and evaluation practice require the selection and adjustment of curriculum standards according to the needs of students, the specific conditions of classroom teaching and the social and economic conditions of the school, and the specific observable behaviors are stated. But in the actual operation level, the evaluation criterion is the scoring rule.

School performance responsibility mainly depends on students' academic performance evaluation. Although education reform actively advocates and adopts some new evaluation methods, state-level and even unified national standardized tests are still valued and become the main evaluation method in the performance responsibility system. The education reform act of no child left behind promulgated by the United States in 2001 emphasizes that the federal government should achieve education equality in schools by clarifying high standards and teaching efficiency assessment, so as to help narrow the achievement gap between disadvantaged students and their peers. In addition, the performance of students in standardized tests is closely combined with the evaluation of school efficiency, thus enhancing the performance system of students' academic performance. Among them, the education program explicitly stipulates that all grade 3 to 8 students must take the state's annual standardized reading and math tests by the 2005-2006 school year. From the 2007-2008 school year, students in grades 3 through 5, 6 through 9, and 10 through 12 take standardized tests of science and discipline, and state students in grades 4 and 8 must take readings and math tests conducted by the national education progress assessment board.

Good performance accountability should systematically measure students' progress in a variety of ways, rather than relying solely on standardized test scores. Therefore, some new evaluation methods and techniques have been developed and applied to the evaluation of students' academic performance. Most primary and secondary schools are interested in the research and exploration of authenticity evaluation -- such as portfolio evaluation, performance evaluation and graduation exhibition design. However, in reality assessment, students' behaviors are different from the "choice" behaviors in standardized tests and other tests -- that is, making the so-called right choice from the given answer requires creative activities to prove themselves with their behaviors and created results. Authenticity assessment focuses on students' ability to use knowledge to deal with and analyze problems in real situations. In fact, it should not only evaluate the learning results of students, but also evaluate the thinking ability in the process of task solving, especially the high-level thinking. It is obvious that traditional standardized tests are powerless to evaluate students' creative learning process and academic achievements as well as their advanced thinking ability.

The modern school Performance responsibility system analyzes students' standardized test scores or evaluation results in other aspects according to unified curriculum standards or Academic Performance lndex, so as to decide to take corresponding specific measures against the school, such as reward, punishment, intervention or remedy, etc. With the increasing attention paid to standardized tests in the school performance responsibility system, students' test scores have become the main criteria for evaluating the education quality of the school and the teaching level of teachers. Therefore, standardized test intensifies and magnifies its high interest, that is, it determines the education quality of the school and the success or failure of education performance. High performance schools will be rewarded. If a student's academic performance falls below the predetermined standard or his academic performance is not continuously improved, those schools that fail to meet the standard will be punished to varying degrees, or they will be warned, interfered with or supported by the government, or they will be rectified or even closed down.

It is the most common, grade relating to a school in the provision of standardized test scores to collect and organize data, calculate the average scores of the students in the state unified examination, reaches the number of achievement index, and the percentage of students at different grade levels, such as the evaluation of performance of the school. At the same time, states are increasing their attention to the rate of increase in children's academic performance, and the Adequate hoard Progress judgment is an important mechanism for judging the level of responsibility for school performance. The United States department of education in the "standards and performance responsibility guide" to this specific explanation. "Modest annual progress" indicates that academic performance continues to improve in order to meet prescribed course standards. For a school's performance responsibility, it has three meanings: one is that students' performance can be continuously and substantially improved every year to reach the annual goal set by the state curriculum standards; The second is that progress and improvement will be linked to the state's final assessment of schools; Third, the dropout rate, attendance rate, retention rate and other indicators need to be used to determine such progress. In general, the achievement of "modest annual progress" is determined by the results of standardized state-level tests. When a student's achievement exceeds a prescribed standard, financial support and rewards are given to the school. If the school fails to meet its annual goal of "modest annual progress," it will be considered "in need of improvement," receiving technical support and help from the government, while allowing its students to choose other public schools. After four years, schools that still fall short of their goals will be subject to more drastic changes or even closure. The school performance responsibility system mainly evaluates the school performance level based on academic performance, and adopts the reward and punishment system with a stake in order to encourage the school to improve the quality of education.

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