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Do the Dots Connect? Examining the Accountability Theory of Action to Improve CSI Schools
Improvement in CSI schools is supposed to occur through (a) measuring school performance using multiple indicators of different facets of performance; (b) providing schools, districts, and the broader community clear information about the areas of underperformance; and (c) requiring CSI schools to develop and implement a plan for improvement with supports provided by states and districts. Despite its logic, previous accountability policies with similar intentions have not achieved widespread improvement in low-performing schools. We present findings from our study of the implementation of CSI policy in three states, investigating the efficacy of the accountability theory of action by examining the strength of three key links: the measures used to identify schools, the coherence of schools’ approaches to improvement, and the supports provided to CSI schools. By identifying the strengths and weaknesses in these areas, we identify obstacles that may hinder the desired improvement.
This talk was presented at:
2024 National ESEA Conference
February 2024
in
Portland, OR
For more information:
datchison@air.org
Speakers
Steven Hurlburt
Mr. Steven Hurlburt is an experienced principal researcher at AIR specializing in Title I, school improvement, and accountability. Currently he is project director of NCEE's Study of Schools Identified for Comprehensive Support under ESSA.
Drew Atchison
Drew Atchison is a senior researcher at AIR and has helped conduct a number of studies examining federal accountability policy. Currently, Atchison is directing an IES Education Research Grant examining the impact of CSI designation in ESSA accountability systems.
Andrea Boyle
Ms. Boyle is a Senior Researcher at AIR where her research and evaluation work focuses on policies related to accountability, school improvement, and English learners. She has over 19 years of experience studying the implementation of ESEA programs.
ESEA Network
The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
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The National Association of ESEA State Program Administrators (formerly the National Title I Association) is dedicated to building the capacity of education professionals to provide disadvantaged children with a high quality education. Their ESEA Network website provides a host of resources to educators at all levels.
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