Standards for Standards-Based Accountability Systems

Author: Sirotnik, K.A., Kimball, K
Publisher: Phi Delta Kappa
Publication Date: 1999
Journal: Phi Delta Kappan
Journal Volume: 81(3)
Pages: 209-214
Full text available online at: http://www.pdkintl.org/kappan/ksir9911.htm

Abstract (written by WestEd)

Sirotnik and Kimball list 11 standards for state standards-based accountability systems that also apply to local systems. They view accountability systems that use the term "reform" and merely assign praise or blame as a "pathological way of doing business" and instead propose a system that uses the term "education" and employs information and knowledge to help us learn from past mistakes in order to improve future practice. Their 11 standards for accountability systems are (most statements are direct quotes from the article):

The accountability system must not be driven by a single indicator (e.g., test scores) and simplistic formulas for rewards and sanctions based on that indicator. Assessment data are an important part of a total system, but they are only a part.

The accountability system must evaluate each school in terms of its own context as well as in comparison to other schools by including a variety of community-, student-, teacher-, and school-based indicators with empirical justifications. Identifying a trend requires at least three years.

The accountability system must include monitoring of and support for equitable and substantial learning opportunities for all students.

The accountability system must be flexible enough to allow for individual differences in pace and style of learning; a "one-size-fits-all" philosophy and strict retention policies have no place in high-quality education systems.

The accountability system must include support for and monitoring of substantial, long-term professional development opportunities for teachers and administrators to inquire into their discipline and review and revise their pedagogical content knowledge and teaching and leadership skills (including evaluation and assessment).

The accountability system must include support for and monitoring of ongoing classroom-based assessment by teachers that is aligned with a high-quality curriculum and the content standards of the system.

The accountability system must be based on high-quality content standards that allow districts, schools, and teachers to be creative, flexible, and thoughtful in constructing and delivering a curriculum that meets the standards. However, it must not be so narrow that it limits the rich array of curricular experiences and possibilities for teaching and learning in a multicultural and democratic society.

The accountability system must nurture and support districts and schools in decline, or those making little or no progress, with human and fiscal resources. Progress depends on learning, not on punitive measures.

The accountability system must ensure that teachers and administrators are compensated for their efforts at levels commensurate with the critical importance of their work.

The goals of the accountability system and the funding required must have the support of the public and of the political infrastructure. Pay for it, or don't do it!

The public and the political infrastructure must support the accountability system by protecting the educational functions of schools and protecting the school environments within which those functions take place. If the schools must take on many other functions required to sustain the health and welfare of their students, then substantial human and fiscal resources must be added, supported, and sustained.