Accountability

The writer believes that educators would support the writer’s credence; that education is by far, the most priceless asset an individual could possibly obtain. Education provides a foundational awareness and comprehension people will need to partake in a progressively and evermore changing environment; as it relates to one’s potential entity. It is the writer’s belief that many of those in society, make it seem as though persons who are educated are looked- upon as essential facets to society, rather than a liability. It is the writer’s theory that those societies, also have the preception that having an education means that one has somehow established the bases needed to partake in a more proactive stand in their communities. Also that a solid educational foundation can/will facilitate in identifying other ways of life as well.

The writer for those reasons previously; mentioned agrees with (Linn, 2003) that educational accountability has brought about many changes in education.With this being said, it has now been realized that the long-established approaches in education are being affected as well. The world is without a doubt; moving away from the concept relating to the diverse types of programs a school may have such as; what number of certifications a teacher has, whether or not a school is one of merit, or its number of students in attendance at a school. It is the writer’s belief that a countless number of schools are more tolerant of a learning-based designed school versus the curriculum-based designed. A curriculum-based designed school merely; puts emphasis on the material being presented; rather than what it is that a child should be learning and able to accomplish. It is the writer's understanding that districts are more focused on those assessments for distinction and measurements for accountability. Assessment for excellence is a way for teachers to self-evaluate themselves in how well they are getting the job done (Sanders, 1998). This in particular means of assessment is also used as a modus operandi for which schools measure teacher’s and student’s progress. If by any chance the intended goals are found to be less than that of the achieving bases ever effort is then made to go back and make the required modifications needed to obtain that desired goal. Assessment for accountability is the way others view what the teachers are doing in the classroom (Whitaker, 2004).