Standards and Accountability in Schools

Standards and Accountability in Schools

by Thomas J. Lasley, II (Editor)


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Standards and Accountability in Schools by Thomas J. Lasley, II

Education of America's school children always has been and always will be a hot-button issue. From what should be taught to how to pay for education to how to keep kids safe in schools, impassioned debates emerge and mushroom, both within the scholarly community and among the general public. This volume in the point/counterpoint Debating Issues in American Education reference series tackles the topic of standards and accountability in schools. Fifteen to twenty chapters explore such varied issues as assessment (of students, of teachers), basic-skills testing, high-stakes exams, NCLB and its legacy, pay-for-performance, standard vs. alternative teacher certification, and more. Each chapter opens with an introductory essay by the volume editor, followed by point/counterpoint articles written and signed by invited experts, and concludes with Further Readings and Resources, thus providing readers with views on multiple sides of standards and accountability issues and pointing them toward more in-depth resources for further exploration.

Product Details

ISBN-13: 9781412987660
Publisher: SAGE Publications
Publication date: 09/06/2012
Series: Debating Issues in American Education: A SAGE Reference Set Series , #9
Pages: 408
Product dimensions: 6.20(w) x 9.00(h) x 0.90(d)

About the Author

Thomas J. Lasley, II is executive director of Learn to Earn Dayton at the Dayton Foundation and a professor at School of Education and Allied Professions at the University of Dayton. From 1998 until 2010, he served as dean at School of Education and Allied Professions, University of Dayton. He completed his baccalaureate (1969), master’s (1972), and doctoral degree (1978) at the Ohio State University. Lasley has published in excess of 70 articles in professional journals and also has published a wide variety of op-eds in both regional and national newspapers (Education Week, Columbus Dispatch, and the Dayton Daily News). He has authored or coauthored 13 books. He was instrumental in helping cofound the Dayton Early College Academy, which is a unique educational partnership between the University of Dayton and the Dayton public schools, and was the first early college of its type in the state of Ohio. He serves on a variety of nonprofit boards or committees including Think TV Network (education chair), Dayton Digital Technology High School (president of the board), the United Theological Seminary (trustee), the Ohio College Access Network (chair), Young People Succeeding (co-champion), and The Ohio Early College Association (executive director).

Table of Contents

About the Editors-in-Chief ix

About the Volume Editor xi

About the Contributors xii

Introduction xviii

1 Will Educational Accountability Enhance the Ability of Schools to Foster Student Academic Growth? 1

Overview Thomas J. Lasley 1

Point Bob Taft 4

Counterpoint Joseph Watras 12

2 Will Common Academic Standards Make the United States More Educationally Competitive? 20

Overview Thomas J. Lasley, II 20

Point Terry Ryan Thomas B. Fordham Institute 23

Counterpoint John White 28

3 Will Standards and Accountability Enhance Innovation and Change? 37

Overview Thomas J. Lasley, II 37

Point Joel Vargas Janet Santos 39

Counterpoint Philip Smith 45

4 Will Increased Federal and State Intervention and Funding Create Better Schools? 54

Overview Thomas J. Lasley, II 54

Point Susan Tave Zelman 57

Counterpoint Daniel Fallon 63

5 Should More Rigorous Teacher Education Standards Be Instituted to Ensure Teacher Quality? 71

Overview Thomas J. Lasley, II 71

Point Kate Walsh 74

Counterpoint Mary E. Diez 87

6 Will Alternative Routes to Teacher Licensure Attract Stronger Teachers to American Classrooms? 95

Overview Thomas J. Lasley, II 95

Point Jesse Solomon Edward Liu 98

Counterpoint Sandra A. Stroot 107

7 Are Alternative School Leader Preparation Programs Really Needed to Prepare Next Generation School Leaders? 119

Overview Thomas J. Lasley, II 119

Point Emmy L. Partin Jamie Davies O'Leary Thomas B. Fordham Institute 122

Counterpoint Theodore J. Kowalski 131

8 Should Value-Added Modeling Be Used to Identify Highly Effective Teachers? 139

Overview Thomas J. Lasley, II 139

Point James W. Mahoney 142

Counterpoint Kathryn Kinnucan-Welsch Martha S. Hendricks Suzanne Franco 148

9 Do Strong Unions Help or Hinder School Accountability? 156

Overview Thomas J. Lasley, II 456

Point Dennis M. Reardon 159

Counterpoint Elizabeth Lasley Cameron 166

10 Should the Carnegie Unit Be Eliminated? 175

Overview Thomas J. Lasley, II 175

Point James L. Olive 177

Counterpoint Tracey R. Smith 183

11 Is School Funding Sufficient and Adequate for Helping Schools Meet the Emerging Accountability Demands? 190

Overview Thomas J. Lasley, II 190

Point C. Daniel Raisch 193

Counterpoint William L. Phillis 203

12 Should Governors and Legislators "Invest" in Education? 215

Overview Thomas J. Lasley, II 215

Point Bob Taft 218

Counterpoint William A. Proefriedt 225

13 Will Stronger Business and Corporate Investment Enhance Public K-12 Education? 233

Overview Thomas J. Lasley, II 233

Point Shaun C. Yoder Susan R. Bodary 236

Counterpoint Richard W. Van Vleck Oak Point Capital 251

14 Are Parents Appropriately Involved in Decisions Regarding Standards and Accountability? 263

Overview Thomas J. Lasley, II 263

Point Rodney Kennedy 266

Counterpoint Kerry C. Coovert 274

Index 281

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