A Study of U.S. School Educational Accountability System and the Feasility of its Implementation in Taiwan

• Main Authors: Mei-Fang Huang, 黃美芳
• Other Authors: Ching-Shan Wu, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/40461207367153931314

碩士 === 臺北市立師範學院 === 國民教育研究所 === 90 === A Study of U.S. School Educational Accountability System and the Feasibility of its Implementation in Taiwan Mei-Fang Huang Abstract The main purpose of this study was to explore the basic concept and development of U.S. school educational accountability system, and to investigate the opinions of educators of elementary schools and of parents on the feasibility of its implementation in Taiwan. This study included document analysis,and survey method with a questionnaire.The purpose of document analysis was aimed to explore theories of education accountability, historical development and present situation. Questionnaire of survey based on opinions about school educational accountability system implemented in Taiwan, was developed by the author. It was administered to 726 samples randomly drawn from elementary schools and parents in Taiwan with a return rate of 66.0%. Data were analyzed by frequencies, percentage homogeneity Chi-square test, One-way ANOVA and Scheffe ′multiple comparisons. Based on the document analysis and the results of the questionnaire, this study reaches the following conclusions: 1. There are five connotations in school accountability. They are political, legal, bureaucratic, professional, and market accountability; the factors of school educational accountability system in U.S. include standards, assessment, indicators, report card, reward and punishment. 2. Constructing accountability system should follow such principles such as improvement orientation, standards, distinct rights and obligations, and assessment based on more than one test score. 3. The development of current U.S. accountability system tends to substitute result assessment and improvement rewards for overall control. Federal government legislates for national standards and provides financial support, and each state makes policies and establishs its own system. 4. Most states construct their accountability system based on legislation. When implementing accountability system, some controversies appear such as difficulties on performance assessment, negative effects of reward system, unbalance of learning fields, problems of being equal. 5. Most respondents support : (1) the establishment of accountability standards. (2) that campus safety is the important item of school evaluation standards. (3) that school performance evaluation should be based on past performance.(4) that accountability assessment mechanism should be established in school level.(5) the enactment of national and local legislation of accountability. (6) the issue of district and school report cards. 6. Most respondents believe that the implementation of accountability in Taiwan has advantages such as maintaining good learning quality and disadvantages such as increasing pressure on schools and teachers. 7. Most respondents believe that establish an objective assessment mechanism is the main barrier for implementing school educational accountability system in Taiwan.To successfully implement it in Taiwan, an objective and multiple assessment mechanism should be developed. 8. Attitude to each accountability strategies exhibited by the whole respondents are at average to high measure,and school educational accountability system appears to be a viable reform in Taiwan. Finally, based on the results, suggestions for educational administration agencies, elementary schools, parents and future study are proposed.