A reflective guide for teachers I developed based on the Kentucky Framework for Teaching and TPGES.
This study examines the various alternatives in accountability for measuring academic progress in education and their impact on socioeconomic groups. Current accountability methods are narrowly focused, as they require the need for high stakes testing, which does not meet the needs of all students. As a result, the use of multiple measures and multiple opportunities for assessment are feasible alternatives to ensure an accurate picture of a student’s academic progress. Additionally, there is a need to educate the public on assessment measures to enhance accountability.
This study examines the various methods of accountability for measuring academic progress in education and their impact on socioeconomic groups as well as alternatives. Current accountability methods are narrowly focused, as they require the need for high stakes testing, which does not meet the needs of all students. As a result, many schools are deemed as “needing improvement,” which often brings about negative consequences. Schools with higher populations of students from lower socioeconomic backgrounds and other subgroups are typically forced to bear the brunt of most of the consequences. Therefore, the use of multiple measures, multiple opportunities for assessment, and mastery learning are feasible alternatives to ensure an accurate picture of a student’s academic progress. Additionally, there is a need to educate the public on assessment measures to enhance accountability.
Implementing Literacy Across the Content Areas at Bullitt East High School.
This study examines the various methods of accountability for measuring academic progress in education and their impact on socioeconomic groups. Current accountability methods focus on equality rather than equity in regards to determining progress. Accountability requires the need for high stakes testing, which does not meet the needs of all students. As a result, many schools are deemed as “needing improvement,” which often brings about negative consequences. Schools with higher populations of students from lower socioeconomic backgrounds and other subgroups are typically forced to bear the brunt of most of the consequences.
This video examines the disparities in technology access and use based on income, education, race, and ethnicity and explores the role of the principal in attaining digital equity in the realm of education.
This paper discusses the variances in access to technology among high-poverty and low-poverty communities as well as the negative impact of a lack of technology skills on high-poverty students in regards to wage earnings and social mobility. The role of educational leaders in closing the gap between access and use among high and low poverty school communities is explored.