Data-Driven Decision Making: The Engine of Accountability

Abstract

Accountability is an exercise in hope. When we raise academic standards, children raise their academic sights. When children are regularly tested, teachers know where and how to improve. When scores are known to parents, parents are empowered to push for change. When accountability for our schools is real, the results for our children are real. --U.S. President George W. Bush (US Department of Education, 2002a) This quote from President Bush about No Child Left Behind legislation sums up the national mood and the trend toward increased accountability. It was taken from a web-based presentation generated by the Office of Elementary and Secondary Education Student Achievement and School Accountability Programs (SASA). This new national office promotes accountability for improving student by ensuring that States implement rigorous systems of standards, assessments, and accountability that motivate educators to assume responsibility for getting each and every student to achieve at high levels. As well, the Office builds the fiscal, pedagogical, and technical capacity of States, school districts, and schools to get all students (especially those most in need) to meet their State's high academic standards. (U.S. Department of Education, 2002b) Accountability has resulted from the lack of satisfactory overall and in particular the achievement gap. This gap between minority and majority students is demonstrated in differential graduation rates from high schools and colleges as well as poor performance in reading and math that make high school graduation and college entrance and completion more challenging (see for examples, numerous census bureau reports on education, U.S. Census Bureau, 2002; U.S. Census Bureau, 2003). The President's quote and mission of the SASA makes clear the intent to use data and assessment to drive school improvement and to motivate educators to deliver student at increasing levels. While counselors are not specifically mentioned, accountability and data-driven decisions are the nexus of much that is happening in school counseling and directing the role of counselors in school reform. THE FORCES CONVERGING TO SCHOOL COUNSELOR ACCOUNTABILITY While accountability is not a new concept, it has moved from a focus on teaching (inputs) to a focus on learning (outcomes). It implies evaluation of program and individual implementation of performance (Frymier, 1996). It is the show me attitude that is used to answer the questions that concern what difference individuals or their programs have made to students, families, teachers, schools, and districts. Within the Profession: Many forces have been concurrently converging from within the counseling profession, within educational practice, and from external sources in government over the past 10 or so years that have brought us to the necessity of incorporating accountability into school counseling practice. The American School Counselor Association (ASCA) Standards. The Standards developed and promoted during the 1990s to provide clear direction concerning the school counselor's role and a method to assist in the planning, development, implementation, and evaluation of a comprehensive, developmental school counseling program (Campbell & Dahir 1997). These focus on nine National Standards in the three critical curriculum areas of academic, personal/social and career development. These are being adopted or adapted by states and localities across the nation. ASCA National Model for School Counseling Programs. Naturally following the dissemination of the national Standards is a model that sets the stage for accountability and moves the standards towards implementation by providing school counselors with a process to develop district and school-based school counseling programs that maximize the of all students while recognizing the importance of integrating with individual district and school needs and existing programs. …

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