Critical Review Accountability and Data Collection, including Reward Article

Critical Review Accountability and Data Collection, including Reward and Challenge Schools - Article Example The reform rightly undertakes the method of identifying the schools and districts with the maximum progress and recognizing them as Reward schools; this would encourage the functioning of the schools and thereby enhance their performance. Though I agree that the identification of the Challenge School and then helping them in specific ways is an innovative way to solve the problem, as all the schools may not lack in the same sphere, yet I also think that a problem might arise here with respect to correct identification of the challenged schools and the reward schools as no school will have everything bad or good in it, hence the process involved in the collection of data for recognizing and categorizing the schools needs to be clearly mentioned. According to me the reform should specify what benchmarks and parameters would be used for the identification of the categories. School Turn Around Models In my opinion, the method proposed for school remodeling might be criticized on the foll owing grounds. The idea of Challenge schools undergoing a turnaround and transformation model where the governing body of the school gets replaced and strengthened might not ensure better performance always according to me. This is because replacing an experienced authority with a new one might pose new problems as the newcomer might take time to adjust to the ambience before bringing on changes. Rehiring of the 50 percent of the old staff and filling up the rest with new staffs may initiate non-cooperation among the staffs and hence their productivity can go down and this is therefore not a very sound idea. I also think that closing the school and transferring the students into higher performing school may end up being a problem as the students would suddenly find themselves under greater pressure than what they have been exposed to (12). Effective Teachers and Leaders - state and district level data systems and evaluations With respect to the area of ‘Effective Teachers and Leaders-state and district level data systems and evaluations’ I observe that the development and implementation of meaningful educators and principal evaluation system by the State and the District is a positive step in providing quality education (15-16). I agree that the published data at the state and the district level about the performance of the principals and the teachers will put them under a constant pressure of doing well. The grants for the school on their better performance in building up better and effective teachers are also a good idea to work towards encouragement. Yet I find one negative aspect with respect to the transfer of the effective teachers to the high needs schools. Thought this is likely to act as a blessing for the schools in need, yet at the same time it can act adversely against the interest of the students who sometimes become accustomed to a specific way of teaching and might find it a problem to adapt to the change. I would recommend here the inclusion of how these changes would be implemented and what psychological changes the students would need to undergo. English Language Learners The provision of significant formula grants to aid the schools at the district and the state level for implementing elevated quality language instructions in educational programs is definitely a constructive move undertaken by the reforms (20). I also find he language proficiency assessment to determine the eligibility of the learner quite recommendable because it is likely to enhance the quality of the education. However, in that way many learners who wish to study the language will be exempted from doing so. Hence I suggest that by initiating innovative programs in the schools to impart language education the State itself can take a step in coming up with