Although educators and school boards sometimes resist the idea, accountability is sorely needed in America's schools. In School Accountability (Hoover Institution Press, 2002), Hoover fellows and members of the Koret Task Force on K–12 Education explore this crucial and controversial issue.
America's students are falling behind those in other countries, yet compared to their foreign counterparts, our schools remain subject to little accountability. The U.S. school system lacks the marketplace accountability of schools competing with one another and the further accountability of large-scale examination systems, both of which are associated with high achievement. It is clear that after a quarter-century of poor progress in educational productivity, the time has come for high academic standards and accountability.
This book brings together a group of expert authors from a wide range of perspectives—history, economics, political science, and psychology—to reveal what is known about accountability, what still needs to be learned, what should be done right now, and what should be avoided in devising accountability systems. The authors dispel common myths about accountability and show that it indeed offers the best hope for improving our public schools.
Their contributions include a history behind the ongoing conflict between educators and policymakers over testing and accountability, a review of various combinations of accountability schemes that work best together and those that do not, and an analysis of the costs of accountability, which shows that it is one of the most cost-effective of all school reforms. They offer a comparison of accountability in three states with relatively strong systems—California, Texas, and Florida—revealing how it works in practice. And they examine the specific features needed in effective accountability systems, providing examples of consumer-friendly reporting of results from actual accountability systems.
About the Authors
Coeditor Williamson M. Evers is a research fellow at the Hoover Institution and a member of the institution's Koret Task Force on K–12 Education. He is a member of the National Educational Research Policy and Priorities Board.
Coeditor Herbert J. Walberg, a member of the Koret Task Force on K–12 Education, was formerly a research professor of education and psychology and is now University Scholar at the University of Illinois at Chicago.
Contributors Chester E. Finn Jr., Eric A. Hanushek, Caroline M. Hoxby, Diane Ravitch, and Margaret E. Raymond are fellows at the Hoover Institution and members of the Koret Task Force.
The Hoover Institution, founded at Stanford University in 1919 by Herbert Hoover, who went on to become the 31st president of the United States, is an interdisciplinary research center for advanced study on domestic public policy and international affairs.
