Blog #7 Accountability

In this data driven age, accountability is an important part of all functions of a school currently. There are very few areas within a school that aren’t under the watchful eye of data evaluation. I have mixed feelings about this. I can certainly understand the need for assessment of student growth and success. Therefore the interventions used to impact this growth should be assessed. Definitive, empirical evidence supporting methods and interventions are useful data in which to form best practices for education. However, I do believe some accountability mandates have gone too far; such as the standard for cognitive assessments in physical education classes. Furthermore, I question the impact when state and federal data dictates what is taught and what is to be learned.

When did the fear of failing such assessments become our criterion for success? I have been interested in the theory of abundance for some time. In this theory, scarcity is the paradigm of always looking at ones position in comparison to others. It provides a sense of hierarchy and envy. Abundance is the position of plenty; there are enough resources for every one of us. In this theory, generosity breeds generosity. This is relevant to me, because I feel like severe accountability measures are seen as threats to some employees. Threat stimulates a fear of failure and reduces morale. This stress can then be passed along to the students.

Part of our responsibility as counselors is to assuage these feelings of threat and underline the importance of teamwork and comradery to be the best school possible. To impart an understanding of the purpose and strengths we can attain from achieving recognition for our own excellent standards. Not stopping at the proficiency marks required to survive, but to strive to be the best we can be. If we are able to view standards and accountability with this mindset and consider the opportunities it opens, we have an abundance mindset. This mindset can also be passed along to students.  Special incentives and recognitions can boost morale and promote a team atmosphere. Both teacher and student can benefit from carefully planned incentive programs and thoughtful praise. According to Roland Fryer, a Harvard economist and founder and director of the Ed Labs, incentivizing particular positive steps for success has shown great promise in lessening the racially divided achievement gap. Our schools can prosper under organization through standards and assessments, but we must remain watchful and sensitive to the atmosphere it creates.  

Dollarhide, C.T., & Saginak, K.A. (2012). Comprehensive school counseling programs (2nd Ed.). New York: Pearson, Inc.

Gysbers, N. C. (2004). Comprehensive Guidance and Counseling Programs: The Evolution of Accountability. Professional School Counseling, 8(1), 1-14.

NPR. (2011, September 20). New MacArthur fellow hopes to bridge U.S. racial-achievement gap | Marketplace.org. Marketplace from American Public Media: Business, The Economy, Personal Finance, Wall Street and World News. Retrieved October 19, 2013, from http://www.marketplace.org/topics/life/new-macarthur-fellow-hopes-bridge-us-racial-achievement-gap