Improving academic achievement with freedom and accountability : hearing before the Committee on Education and the Workforce, House of Representatives, One Hundred Seventh Congress, first session, hearing held in Chicago, Illinois, March 2, 2001.

The Hearing before the Committee on Education and the Workforce was held May 20, 1999. The hearing lists statements by educators, elected officials, and the Colorado Commissioner of Education on the Academic Achievement for All proposal, the Straight A's proposal. This proposal gives states a choice: they can either continue operating federal education programs as before, or, at their option, they can combine certain K-12 federal education funds in exchange for strict academic accountability. Straight A's does not eliminate any K-12 programs and, in many respects, is modeled after Texas' successful state accountability system where performance and results are central. Appendices list written statements by the participants. (DFR)

Hearing held in Chicago, IL. Witnesses: John Boehner, Chmn., Committee on Education and the Workforce, House of Representatives; Rep. Judy Biggert, 13th District of IL; Michael Milkie, Principal, Noble Street Charter H.S., Chicago, IL; Viola M. Collins-Brown, Parent, Chicago International Charter School, Chicago, IL; James Murphy, Managing Partner, Option Funding Group, Pres., Chicago Charter School Foundation, Chicago, IL; Paul Vallas, CEO, Chicago Public Schools, Chicago, IL; and Glenn W. McGee, State Superintendent of Education, Illinois State Board of Ed., Springfield, IL.

Accountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that improves teaching, learning, and leadership. Reeves encourages educators to become proactive in developing student-centered accountability systems. These systems capture the many aspects of teaching that test scores don't reveal—they tell the stories behind the numbers. Reeves shows how educators can create accountability systems that enhance teacher motivation and lead to significant improvements in student achievement and equity, even in traditionally low-performing schools. Accountability for Learning explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement. Focusing on the classroom, it outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis, and replication of effective teaching practices. Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind. "As educators, we have two choices," Reeves says. "We can rail against the system, hoping that standards and testing are a passing fad, or we can lead the way in a fundamental reformulation of educational accountability." Accountability for Learning gives readers the helping hand they need to lead the way to fair and comprehensive accountability.

Volume 4 is being issued before the revised volumes 1-3 because it includes 16 countries not in the 2005 edition together with an updated profile of russia. volume 4 also includes an importamnt essay by Martin R. West of harvard University and Ludger Woessmann of the University of Munich on what international comparative data tell us about the effects of school choice, autonomy, and accountability on student achievement and equity.

The Hearing before the Committee on Education and the Workforce was held May 20, 1999. The hearing lists statements by educators, elected officials, and the Colorado Commissioner of Education on the Academic Achievement for All proposal, the Straight A's proposal. This proposal gives states a choice: they can either continue operating federal education programs as before, or, at their option, they can combine certain K-12 federal education funds in exchange for strict academic accountability. Straight A's does not eliminate any K-12 programs and, in many respects, is modeled after Texas' successful state accountability system where performance and results are central. Appendices list written statements by the participants. (DFR)