LEADER 05603nam 22006854a 450 001 9910220135603321 005 20200520144314.0 010 $a1-283-59731-4 010 $a9786613909763 010 $a0-8330-3595-9 035 $a(CKB)111090529191298 035 $a(EBL)197462 035 $a(OCoLC)55202554 035 $a(SSID)ssj0000216223 035 $a(PQKBManifestationID)11912281 035 $a(PQKBTitleCode)TC0000216223 035 $a(PQKBWorkID)10196985 035 $a(PQKB)10026442 035 $a(Au-PeEL)EBL197462 035 $a(CaPaEBR)ebr10056118 035 $a(MiAaPQ)EBC197462 035 $a(EXLCZ)99111090529191298 100 $a20031110d2004 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aOrganizational improvement and accountability $elessons for education from other sectors /$fBrian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation 205 $a1st ed. 210 $aSanta Monica, CA $cRand Corp.$d2004 215 $a1 online resource (155 p.) 300 $a"Rand Education." 300 $a"MG-136-WFHF"--P. [4] of cover. 311 $a0-8330-3500-2 320 $aIncludes bibliographical references (p. 125-134). 327 $aCover; 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 327 $aEffect 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 327 $aStandardization 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 327 $aPerformance 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 327 $aOverview 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 327 $aEducators Would Need Methods of Self-Policing and Self-Regulation 330 $aExamines 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. 606 $aEducational accountability$zUnited States 606 $aSchool management and organization$zUnited States 606 $aOrganizational effectiveness$xEvaluation 615 0$aEducational accountability 615 0$aSchool management and organization 615 0$aOrganizational effectiveness$xEvaluation. 676 $a379.1/58 701 $aStecher$b Brian M$0879897 701 $aKirby$b Sheila Nataraj$f1946-$0895909 712 02$aRand Education (Institute) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910220135603321 996 $aOrganizational improvement and accountability$92025957 997 $aUNINA