Accountability Equals Quality: From Pre-K to Graduating High School

Education and Literacy

Accountability Equals Quality: From Pre-K to Graduating High School

The move to standards-based education reform created a set of federal and state standards by which student performance is defined in an attempt to create more accountability. The intent of these high-stakes test is to promote accountability and learning. Student success on standardized testing is meant to be a measure of the quality of education and student learning, an assumption that is also not always accurate. Students do better on standardized tests when they have had quality education from the time their academic characters are formed, from the age of three (Perry preschool Study; Abecedarian Study). Students do well when they have high quality teachers that can help them overcome potential obstacles they may face (Illinois experience). Students do well when their teachers, schools, and school districts use methods and techniques that have been proven successful (NYSED). And lastly, students do well when their schools are adequately funded and their teachers well paid. A comprehensive approach to accountability using all of these components has the best chance of closing New York State's achievement gap.

This report summarizes laws and programs that have been implemented in other states, which could be used to achieve a more comprehensive accountability system in New York. There are three interrelated parts to the present report. The first presents accountability laws and systems from the states of Maryland, New Jersey, and New York. The second part describes the North Carolina preschool program More at Four, the Abbott Preschool in New Jersey, and the New York Universal Pre-Kindergarten program. The third part describes initiatives to hire and retain high-quality teachers that have been implemented in Illinois.

Geographic Focus: North America-United States (Midwestern)-Illinois;North America-United States (Northeastern)-New Jersey;North America-United States (Northeastern)-New York;North America-United States (Southern)-Maryland;North America-United States (Southern)-North Carolina

How Would Programs Rate Under California's Proposed Quality Rating and Improvement System?: Evidence From Statewide and County Data on Early Care and Education Program Quality

Children and Youth, Education and Literacy

How Would Programs Rate Under California's Proposed Quality Rating and Improvement System?: Evidence From Statewide and County Data on Early Care and Education Program Quality

Examines how the state's licensed early childcare and education providers would rate according to the proposed system based on ratio and group size, teaching and learning, family involvement, staff education and training, and program leadership.

Geographic Focus: North America-United States (Western)-California

State of Preschool 2009, The

Children and Youth, Education and Literacy

State of Preschool 2009, The

Provides data on state-funded pre-K programs for the 2008-09 school year and examines the recession's effects on expanding enrollment and raising standards. Ranks states by percentage of children enrolled, funding per child, and quality benchmarks met.

Geographic Focus: North America-United States

Early Childhood Education: Frozen Funding Leads to Cracks in Foundation

Education and Literacy

Early Childhood Education: Frozen Funding Leads to Cracks in Foundation

Early childhood education is the cornerstone of our educational system. With benefits that include higher academic achievement, higher earnings as adults, a more productive civic life, high quality early childhood education is a proven-to-work strategy for all children. Yet, New York State's investment in early childhood programs and specifically in the Universal Prekindergarten (UPK) program has decreased over the years.

Geographic Focus: North America-United States (Northeastern)-New York

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