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Performance based oversight and accountability can serve as an important antidote to government corruption, inefficiency, and waste. This volume provides an analytical framework and operational approaches needed for the implementation of results-based accountability. The volume makes a major contribution to the literature on public management and evaluation. Major subject areas covered in this book include: performance based accountability, e-government, network solutions to performance measurement and improvement; institutions of accountability in governance; legal and institutional framework to hold government to account; fighting corruption; external accountability; ensuring integrity of revenue administration; the role of supreme audit institutions on detecting fraud and corruption; and the role of parliamentary budget offices and public accounts committees.
Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.
Completely revised and updated, Hazardous Materials Compliance for Public Research Organizations: A Case Study, Second Edition presents a case study of one university’s policies and practices with regard to the procurement, use, storage and disposal of HAZMAT in the context of a changing internal structure and regulatory environment. The author’s presentation is no-holds-barred, using interviews, archival documentation, and unobtrusive observations as a participant where the research institution was at times noncompliant with the new federal guidelines. See What’s New in the Second Edition: Incorporates issues with all types of hazardous materials instead of just focusing on biological HAZMAT Updated information on current regulations on HAZMAT in relation to universities and research centers Follow-up on the case study university, disclosing the university’s progress in resolving the security and safety shortcomings By implementing key improvements in safety and security, the universities can also more easily obtain research grant money and satisfy both state and federal safety requirements. This book includes recommendations to improve safety while using and storing biotoxins, chemical, radioactive material, and industrial waste, and to improve overall security at the university. It also highlights improvements that can make the environment a safer and more secure location to perform biological research.
Over the past two decades public accountability has become not only an icon in political, managerial, and administrative discourse but also the object of much scholarly analysis across a broad range of social and administrative sciences. This handbook provides a state of the art overview of recent scholarship on public accountability. It collects, consolidates, and integrates an upsurge of inquiry currently scattered across many disciplines and subdisciplines. It provides a one-stop-shop on the subject, not only for academics who study accountability, but also for practitioners who are designing, adjusting, or struggling with mechanisms for accountable governance. Drawing on the best scholars in the field from around the world, The Oxford Handbook of Public Accountability showcases conceptual and normative as well as the empirical approaches in public accountability studies. In addition to giving an overview of scholarly research in a variety of disciplines, it takes stock of a wide range of accountability mechanisms and practices across the public, private and non-profit sectors, making this volume a must-have for both practitioners and scholars, both established and new to the field.
An Age of Accountability highlights the role of test-based accountability as a policy framework in American education from 1970 to 2020. For more than half a century, the quest to hold schools and educators accountable for academic achievement has relied almost exclusively on standardized assessment. The theory of change embedded in almost all test-based accountability programs held that assessment with stipulated consequences could lead to major improvements in schools. This was accomplished politically by proclaiming lofty goals of attaining universal proficiency and closing achievement gaps, which repeatedly failed to materialize. But even after very clear disappointments, no other policy framework has emerged to challenge its hegemony. The American public today has little confidence in institutions to improve the quality of goods and services they provide, especially in the public sector. As a consequence, many Americans continue to believe that accountability remains a vital necessity, even if educators and policy scholars disagree.
Winner of the 2007 Outstanding Publication Award given by the American Educational Research Association Division J. Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an “equity agenda.” Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states—New York, Texas, Florida, California, Washington, and Illinois—this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity—especially for low-income students, students of color, and other underserved groups—and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students.
Turn skepticism about data into knowledge for true educational reform! More versatile than mere number crunching and statistics, data can be an effective tool—or even a powerful catalyst—for change within a school. By replacing cynicism with conviction, learning to harness data′s power, and becoming good users of data to positively impact student achievement, school leaders can develop three crucial capacities: an inquiry habit of mind, data literacy, and a culture of inquiry. Lorna M. Earl and Steven Katz show educators how to become comfortable with data, and provide valuable tools for school improvement teams to use in their work, including: Vignettes to support group discussion Activities for practicing the ideas and concepts in the book Task sheets Short case studies with actual school data that show how the full process works in a school To improve schools, data can and should be a vital force in the change process. Using this essential resource, school leaders, school teams, study groups, and students of education can all make sense of data to plan and reform for maximum benefit.
Bits and Atoms explores the governance potential found in the explosive growth of digital information and communication technology in areas of limited statehood. The chapters explore when and if the growth in digital technology can fill some of the governance vacuum created by the absence of an effective state.
Since the mid-1990s, Morocco has sought to present itself as a model of genuine and gradual reform, with decentralisation as a key tenet of this. Here, Sylvia Bergh investigates the dynamics of popular participation and local governance, testing the extent to which the current structure builds local capacity, or whether it is, in fact, a tool for 'soft' state control. She narrates the realities of local administration and civil society to shed critical light on questions of democratic transition in North Africa. Her assessment of decentralisation and participatory development projects in rural Morocco, and the legal and policy frameworks in which they operate, leads to the conclusion that they have generally not yet led to an expansion of a civil society able to build local capacity or enhance bottom-up empowerment. Grounded in an approach of the 'anthropology of policy', this book makes an important contribution to literature on the democratisation, development and governance in North Africa.