Validity of Accountability Systems

Validity of Accountability Systems Susan Fuhrman's policy brief entitled "Redesigning Accountability Systems for Education" investigates the effectiveness of existing educational accountability systems, and proposes changes to them for greater effectiveness. Educational accountability systems for American public schools need to be reworked in light of the growing numbers of minority students and awareness that the current system may be discriminatory. Accountability is, however, totally relevant and necessary given the low performance of most schools.

The author states that accountability systems work on the principle that student performance is the top priority of all schools and that assessment instruments are one of the most effective means to measure student performance. Moreover, placing accountability systems in public schools promotes better performance because they work on a reward-consequence basis. Fuhrman's article is balanced and objective, as the author analyses the validity and fairness of existing accountability systems and questions whether or not they are beneficial for students.

For example, she states, "Accountability systems need not be set in stone," (7). Her approach encourages flexibility when designing and implementing educational accountability systems. Furthermore, while Fuhrman acknowledges the need for some kind of accountability system to ensure school performance and to demand that American public schools adequately educate all of their students, she also realizes the limitations of standardized testing and other means of making schools accountable.

This policy brief brings to light the weaknesses inherent in the current accountability systems, which address superficial, rather than meaningful results that can foster genuine learning in students. Fuhrman proposes a more realistic and comprehensive approach to accountability systems. They should, according to the author, taken into account differences in curriculum and student bodies,.