Organizational improvement and accountability : lessons for education from other sectors / / Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation.

• Author: Rand Education (Institute)
• TeilnehmendeR: Stecher, Brian M.; Kirby, Sheila Nataraj, 1946-; Rand Education (Institute)
• Year of Publication: 2004
• Language: English
• Physical Description: 1 online resource (155 p.)
• Notes: "Rand Education."; "MG-136-WFHF"--P. [4] of cover.

Examines five accountability models--two from the manufacturing sector; a performance incentive model used in the evaluation of job training programs for the poor; accountability in the legal sector; and accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. The authors summarize the models? effectiveness and draw lessons for implementing the No Child Left Behind Act.

Table of Contents

Cover; Preface; Contents; Figure and Tables; Summary; Acknowledgments; CHAPTER ONE; Introduction; Accountability in Education; Other Approaches to Educational Accountability 1; Accountability in Other Sectors; Organization of the Monograph; CHAPTER TWO; Malcolm Baldrige National Quality Award Program; Background; The Baldrige Criteria for Performance Excellence 4; Education Criteria for Performance Excellence 5; Organizational Performance Results; Strategic Planning; Information and Analysis; Process Management; Evidence on the Baldrige Framework: Effects on Performance; Validating the Framework

Effect on Operating Performance The K-12 Educational Sector Experience with the MBNQA; Winners of the Baldrige Award in Education; Chugach School District (CSD), Alaska7; Pearl River School District (PRSD), New York 8; Other Users of the Baldrige Criteria; Implications for Education; Institutional Self-Assessment May Be Inherently Beneficial; The Baldrige Process Supports Accountability; Educators May Find It Difficult to Understand and Translate the Criteria; Some Caveats; CHAPTER THREE; Toyota Production System/Lean Manufacturing; Overview of TPS/Lean Manufacturing; Focus on the Value Stream

Standardization Worker Empowerment; Evidence for Effects of TPS/Lean Manufacturing on Production and Workers; Worker Empowerment or Worker Exploitation?; Applying TPS/Lean Manufacturing to Education; Implications for Education; Greater Focus on Value Streams Could Improve Educational Outcomes; Worker Empowerment Could Improve Educational Practices; TPS/Lean Production Must Be Used as a Complete System; Closely Translating TPS Practices to Education Is Challenging; CHAPTER FOUR; The Job Training Partnership Act and the Workforce Investment Act; Overview of the Job Training Partnership Act

Performance Standards Performance Incentives; How JTPA Worked in Practice; Measures of Performance; Effects on Provider Behavior; Overview of the Workforce Investment Act 2,3; Early Implementation of the WIA; Implications for Education; Explicit Performance Objectives May Produce Mixed Outcomes; Data Collection Alone Does Not Drive Improvement; Educational Systems Should Use Multiple Measures of Performance; The JTPA Framework Highlights the Need to Adjust for Differences in Ability; CHAPTER FIVE; Accountability in the Legal Profession; The Nature of Professions

Overview of Accountability in the Legal Profession Professional Authority; Controls on Entry; Alternative Legal Training; Professional Responsibility; Addressing and Protecting Client Concerns; Collective Self-Regulation; Lawyer Discipline System; Market Forces; Applying the Legal Model to Educational Accountability; Implications for Education; The Knowledge Base in Education is Not Yet Sufficiently Well-Regarded for Professional Accountability; Professional Accountability and Alternative Certification Can Coexist; Educators Should Foster a Sense of Public Responsibility

Educators Would Need Methods of Self-Policing and Self-Regulation