On the Road to Accountability

No Child Left Behind has placed an unprecedented expectation on schools to ensure every child succeeds. More than ever, teachers are having to balance the needs of each student—from those who struggle academically to the talented kids, and all of those in between. Some parents recognize this, but worry that the law encourages a focus on testing as the sole measure of student success, and that this hamstrings teachers’ ability to individualize their teaching. Focusing on testing “is not the solution to the problem.”

While schools must be accountable to federal law and to parents, the reverse is also true. Federal lawmakers—as well as local governments and citizens—have a responsibility to see that public schools get the resources they need to meet the worthy objective of the law. For example, give public school teachers classroom aides who can help give that personalized attention that kids need so much to flourish. Accountability in public education shouldn’t only be about scrutinizing whether others have done their part, but about stepping up to share in the responsibility. In this issue of Northwest Education, there are stories about people who step up and demonstrate every day that they can be counted on to do their part—and then some.

Download this issue as a PDF (4.5M, 48pp.)

Features

The Coach in the Classroom
In Spokane, Washington, there are more coaches cheering on academic achievement than 50-yard passes.

Recognizing the Giftedness of All
In a tiny Idaho farming community, a passionate advocate and determined school leaders work to improve Hispanic students' achievement

Starting From Where You Are
Life lived “across the tracks” in a Montana City clangs against challenges in meeting adequate yearly progress.

“Walking the Talk” for Literacy
In a district where 74 languages are spoken, an Oregon superintendent launches a literacy initiative to make sure students aren’t “lost in translation.”

School Health and Quality of Life
As schools go, so goes the community; failing schools drive down a community’s quality of life in a variety of ways.

• Web exclusive: Expert Opinion: Andrew Porter and Value-Added Assessment

The Meaning of Progress
Each child has meaningful connections in an Alaskan school at the epicenter of urban struggles.

Shades of Meaning
From school board members to principals and parents, everyone has a slightly different take on what accountability really means.

When the Music Stops: The Cost of NCLB’s Data Demands
Around the Northwest, states worry about meeting government requirements when federal funds dry up.

departments

Forum

Editor’s Note

Voices
Stirring a Passion for Learning

Research Brief
Educators Grapple With NCLB’s Demands for Accountability

Resources
Resource Annex

Region at a Glance
AYP: Emphasizing Gaps, Not Overall Achievement

End Note
I Am From

Web Exclusives

Expert Opinion: Andrew Porter and Value-Added Assessment
Vanderbilt University’s Andrew C. Porter makes the case for “value-added” assessment that gives useful information about students’ academic growth over time.

Money Matters
Accountability translates into searching for funding that lines up with goals and priorities.

Q and A
Donna Beegle shares her own journey out of generational poverty while helping schools engage low-income students and families.

Masthead