SIPP Public Policy Papers 55

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dc.contributor.authorMarshall, Jim
dc.contributor.authorSteeves, Larry
dc.date.accessioned2016-03-04T16:17:00Z
dc.date.available2016-03-04T16:17:00Z
dc.date.issued2008-04
dc.descriptionImproving Accountability Models in Public Education: Applying Logic Models of Performance Managementen_US
dc.description.abstractWithin the field of education administration and education policy a substantial body of literature has accumulated on the issue of accountability, especially as manifest in performance measurement and performance management approaches. Most of the effort in these areas has focused on the “high stakes” approach to accountability, as exemplified by the No Child Left Behind legislation in the United States. While this approach to accountability in the publicly funded K-12 educational system has had a dramatic impact, the failings of the approach as planning and evaluation methods are increasingly apparent.en_US
dc.description.authorstatusOtheren_US
dc.description.peerreviewyesen_US
dc.identifier.isbn978-0-7731-0639-0
dc.identifier.issn1702-7802
dc.identifier.urihttps://hdl.handle.net/10294/6709
dc.language.isoenen_US
dc.publisherSaskatchewan Institute of Public Policyen_US
dc.subjectSaskatchewan Institute of Public Policyen_US
dc.titleSIPP Public Policy Papers 55en_US
dc.typeReporten_US
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