Accountability de colegios por aprendizajes significativos
Agosto 27, 2014

Citation: Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014).
Accountability for college and career readiness: Developing a new paradigm.
Education Policy Analysis Archives, 22(86).

Abstract: As schools across the country prepare for new standards under the
Common Core, states are moving toward creating more aligned systems of
assessment and accountability. This paper recommends an accountability
approach that focuses on meaningful learning, enabled by professionally
skilled and committed educators, and supported by adequate and appropriate
resources, so that all students regardless of background are prepared for
both college and career when they graduate from high school. Drawing on
practices already established in other states and on the views of
policymakers and school experts, this paper proposes principles for
effective accountability systems and imagines what a new accountability
system could look like in an imagined “51st state” in the United States.
While considerable discussion and debate will be needed before a new
approach can take shape, this paper’s objective is to get the conversation
started so the nation can meet its aspirations for preparing college- and
career-ready students.
Keywords: accountability; multiple measures; meaningful learning; deeper
learning skills; resource accountability; professional capacity and
accountability; Common Core State Standards; performance-based assessments;
college- and career readiness

Education Policy Analysis Archives is a refereed open-access journal
published by the Mary Lou Fulton Teachers College at Arizona State
University. Join our Facebook community at
and our Twitter feed @epaa_aape.

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