Cover

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Title Page, Copyright

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Contents

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p. vii

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Preface

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pp. ix-xii

The initial impetus for this book began during my graduate studies in Educational Psychology at the University of Wisconsin-Madison. My personal and professional background is grounded in language and literacy development for students who...

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1. The Deaf Education Context

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pp. 1-22

The purpose of this chapter is to describe the context of deaf education in an effort to better understand how accountability reforms may affect students who are deaf or hard of hearing. One debated assumption about public primary and secondary...

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2. What Is an Accountability Reform?

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pp. 23-40

The ideas that shape current accountability reform in the United States have been developing for quite some time, evolving through federal policies and legislation over the course of the last 50 years (Cross, 2004). When assessing the effectiveness...

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3. What Does Accountability Measure?

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pp. 41-53

Whereas Chapter 2 gave an overview of the main components of accountability reform, this chapter focuses specifically on the construct of content standards. Curricular standards drive both the content of instruction and, important...

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4. How Do We Measure Progress?

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pp. 54-68

If one word captures the heart of recent accountability reforms, especially in how NCLB is experienced by teachers, students, and parents, it is assessment (Toppo, 2007). More students now participate in more state standardized...

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5. Accountability and Schools

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pp. 69-92

Schools are the “units of accountability” within the structure of accountability reform. In other words, test score reports and evaluation of success or failure begins primarily at the school level, not at the teacher or student level. Although...

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6. Educational Professionals and Accountability Reform

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pp. 93-112

Chapter 6 turns to a different area of accountability reforms, those components that relate to educator skills and qualifications. Compared with curriculum standards and student assessment, measurement of teacher performance is a relatively new aspect...

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7. Accountability to Parents

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pp. 113-131

Accountability reform for education is, in a general sense, undertaken on behalf of the taxpaying public. Elementary and secondary education is funded largely through public revenue, and as stakeholders, taxpayers are interested in the efficacy...

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8. Accountability and Students Who Are Deaf or Hard of Hearing

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pp. 132-142

Chapter 8 marks the closure of this book with a discussion of how public education can be accountable to students who are deaf or hard of hearing. Accountability reform language tends to focus on who is being held accountable...

References

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pp. 143-168

Index

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pp. 169-173