Prof.Ed.

9 – Building and Enhancing New Literacies Across the Curriculum

School Accountability to Student’s Self-

Preservation

A Concept Paper

BSED 3 Values Education

Caliste, Miradel G.

Sagayap, Joseph C.

Torejas, Bernalyn J.

Instructor:

Mr. Samuel Repelente

2022

I. Thesis Statement
Prof.Ed 9 - Building and Enhancing New Literacies Across the Curriculum
 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

School and universities the student, safety, and

public or private are individual learning. In
accountable to its jurisdiction
order to identify the effect
most especially the student’s
self-preservation its safety, of school’s accountability to
security and as well as the student’s self-
educational accountability. The
preservation, it is being
school isn’t just responsible for
students learning it is also analyzed on individual-
accountable to student’s self- level of the student, and the
preservation inside its
school-level accountability.
premises.
The available studies
One of the challenges and a
generally support the view
rampant problem in a school
local and international is that accountability has had
suicide it remains as one of the a positive effect on student
most pressing issues in the
outcomes, although the
world. In the Philippines, the
suicide rate in 2019 was 2.5 per limited observations
100,000 population as DOH introduce some uncertainty
reported. This is just an
(Carnoy & Loeb, 2002;
indication that school has need
to do something with it, there Hanushek & Raymond,
are a lot of causes that drawn 2003b; Jacob, 2003; Peterson
about the case. Threats, & West, 2003). There is
bullying, intimidation, and acts
relatively little evidence,
of violence are commonplace
in some schools. Left however, concerning
unaddressed, these problems whether schools or other
provide fertile ground for
agencies alter the
future, and possibly more
serious, acts of violence. distribution of outcomes
due to performance
measures based on
II. Rationale
minimum competency
Students’ self-
rates. Under No Child Left
preservation is the top
Behind Act of 2001,
priority, it could be
requires states to rate
addressed in many ways,
schools based on the
such as in moral value of

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

fraction of students systems is the federal No Child

demonstrating Left Behind Act (NCLB), which
“proficiency.” became law in the United States in
2002. NCLB requires states to test
School accountability
students in reading and
is the process of evaluating
mathematics in grades three
school performance on the
through eight, as well as in one
basis of student
high school grade. NCLB also
performance measures is
requires science testing in at least
increasingly prevalent
one grade per traditional school
around the world. (Figlio, D
level.
and Loeb, 2011)
This paper's results help
Accountability in education
to resolve the inconsistent
is a broad concept that could be
findings of earlier research
addressed in many ways, such as
on the effects of school
using political processes to assure
accountability on student’s
democratic accountability,
self-preservation. Studies
introducing market-based reforms
have found that statewide
to increase accountability to
accountability programs
parents and children, or
have led to higher
developing peer-based
proficiency rates on high-
accountability systems to increase
stakes tests (Grissmer and
the professional accountability of
Flanagan, 1998) and higher
teachers. The school accountability
proficiency rates on
systems that we consider operate
external tests (Hanushek
primarily within the traditional
and Raymond, 2005).
public-school system and are
based in large measure on student
testing (Elmore, Abelmann, and
III. Objective
Fuhrman, 1996; Clotfelter and
The study aims to determine
Ladd, 1996; Carnoy and Loeb,
school accountability to
2002; Hanushek and Raymond,
student’s self-preservation.
2003). The most famous of these
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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

This study generally aims to bioecological theory,

answer the following: human development is a
transactional process in
 Identify the profile of
the students and the which an individual’s
school credibility. development is influenced
 The Effect of safe place by his or her interactions
environment to the
with various aspects and
students
 Accountability spheres of their
programs environment, in which the
implementation.
accountability of the school
depends on the
IV. Conceptual Framework environment that is being
In this section, this will show the given to the students. If the
conceptual paradigm to present environment is a safe place
the figure of the study.
for the student, there is a
safe place for learning for
the students. It was said in
his theory that "a lasting
change in the way in which
a person perceives and
deals with his
environment" also has an
impact on the students
within the interaction of the
Figure 1. The Conceptual
students in one learning
Framework showing the flow on
environment. As the school
the School’s Accountability to the
becomes accountable for
Student’s Self-Preservation.
the outcomes of the
students and how they deal

V. Theoretical Framework with each other, the

school's environment
According to Urie
becomes dependent on the
Bronfenbrenner's (1994)

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

student’s learning and learning, safety, and

safety place. morality. 
Another theory that In recent work, Figlio
justifies the school being and Kenny (2009) provide
accountable for the new evidence that suggests
student’s self-preservation that school accountability
in terms of their measures influence
interactions with each other voluntary contributions to
is the behaviorism of John public schools. Specifically,
Watson (1913). It is stated they find that schools that
that behaviorism focuses on experience negative
the idea that all behaviors accountability information
are learned through “shocks” lose financial
interaction with the support from parents and
environment; this learning community members, while
theory states that behaviors those that experience
are learned from the positive accountability
environment. Whatever the information shocks gain
outcome of the student's financial support. These
actions is, the school is responses are particularly
accountable to it, and since strong for schools serving
it says that innate or minority students and
inherited factors have very lower income families that
little influence on behavior, might have lower levels of
this statement means that monitoring of schools than
the school environment has might other families, and
a big impact on the are consistent with the
student’s actions. The findings from the
school is responsible for the psychology, charitable
student's ability to learn contribution, and
and cope with their marketing literatures, that
stakeholders tend to wish

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

to avoid “throwing good level; and bonuses for

money after bad.” In sum, educators in successful
the weight of the available schools. Some
evidence indicates that accountability systems offer
stakeholders of many rewards to schools that are
stripes care deeply about either exceeding stated
the outcomes of school expectations or moving
accountability systems, and strongly in the direction of
this suggests that educators doing so. On the flip side,
are likely to wish to accountability systems also
respond as well. frequently include explicit
sanctions for schools not
meeting expectations.
VI. Review of Related Examples of these sanctions
Literature include the withdrawal of
autonomy; requiring local
School accountability
education agencies to
systems can take two
provide additional
different approaches with
schooling options—either
regard to the consequences
school choice or
of accountability. One
supplemental services—to
possibility is to include
students in these schools;
explicit rewards and/or
and outright school
sanctions for performance
restructuring or closure.
that exceeds or does not
Several studies, including
meet expectations.
Hanushek and Raymond
Examples of positive
(2005) and Dee and Jacob
consequences for schools
(2009), specifically identify
and educators in these
systems with this more
systems may include
“consequential”
increased resources or
accountability and provide
autonomy to spend these
evidence that these 388
resources at the school

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

David Figlio and Susanna signals to schools about which

Loeb consequences appear students deserve more
to translate to improved attention. Under a status-based
student outcomes, system designed to encourage
suggesting that educators schools to raise student
respond to the explicit performance to some threshold
consequential incentives. level, the position of the
threshold matters. A
challenging performance
Systems using status and threshold—one that would be
growth models generate consistent with the high
different incentives in part aspirations of the standards-
because they lead to different based reform movement, for
rankings of schools. Many example—would provide
schools deemed ineffective incentives for schools to focus
based on their aggregate attention on a larger group of
performance levels may students than would be the
actually have quite high “value case with a lower threshold.
added” and vice versa Evaluating schools on the basis
(Clotfelter and Ladd, 1996; of “value added,” by contrast,
Ladd and Walsh, 2002; Kane provides incentive for schools
and Staiger, 2002; and Stiefel et to distribute their effort more
al., 2005). Some accountability broadly across the entire
systems (e.g., North Carolina’s) student body. In such a system,
encourage both high levels of however, schools may have an
performance and high-test incentive to focus attention on
score growth, by including the more advantaged students
both levels and gains in the if the test score gains of those
index of success for schools students are easier to increase,
under the accountability bringing up the average gains
system (Ladd and Zelli, 2002). for the school (Ladd and
The status and growth
approaches send different
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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

Walsh, 2002; and Richards and accountability system. When

Sheu, 1992). Florida introduced its system
in 1999, the state included both
Designers of accountability
those students who spent the
systems must also determine
full academic year and those
which students should be
who were recent in-migrants in
counted when evaluating
its calculations of school
student learning. It seems at
grades. The following year the
first glance to be obvious that
state amended its policies to
all students should be credited
include only students who had
to a school—especially when
spent the full academic year up
accountability laws have
to testing in the school. These
names such as No Child Left
rule changes influenced the
Behind. But universal inclusion
sets of schools identified as
raises important questions
low- or high-quality (Figlio
about fairness and attribution.
and Lucas, 2004).
For instance, should a school
be held responsible for the Review of Related Study
performance of a student who
School accountability—the
just arrived at the school a
process of evaluating school
week prior or even a month
performance on the basis of
prior to the test
student performance measures
administration? Should schools
—is increasingly prevalent
be held responsible for
around the world. In the
students for whom testing is
United States, accountability
more challenging, or
has become a centerpiece of
potentially less reliable, such as
both Democratic and
students with disabilities? The
Republican federal
fact that these questions have
administrations' education
no immediately obvious
policies. This chapter reviews
answer is evident in Florida’s
the theory of school-based
treatment of mobile students in
accountability, describes
successive iterations of its
variations across programs,
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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

and identifies key features This evidence on the

influencing the effectiveness narrowing of the curriculum in
and possible unintended response to accountability
consequences of accountability implies that governments
policies. The chapter then intent on school improvements
summarizes the research along a wide variety of
literature on the effects of test- dimensions may wish to
based accountability on include a large number of
students and teachers, subjects in the accountability
concluding that the system. However, increasing
preponderance of evidence the scope of testing is costly,
suggests positive effects of the both in terms of financial costs
accountability movement in and in terms of either the
the United States during the opportunity cost of foregone
1990s and early 2000s on instructional time instead
student achievement, devoted to testing or the
especially in math. The effects reliability of the test measures
on teachers and on students' generated.
long-run outcomes are more
The domain of school
difficult to judge. It is also clear
effectiveness relates to the
that school personnel respond
question of accountability of
to accountability in both
schools. It is commonly agreed
positive and negative ways,
that a correction should be
and that accountability systems
made for student background
run the risk of being counter-
in order to achieve fair
productive if not carefully
comparisons between schools.
thought out and monitored.
But even then, a fair estimation
According to David Figlio of the schools’ value added is
and Susanna Loeb (2011), not achieved. The composition
School accountability is about of the group of students has
the evaluation of the school to arguably an effect over and
the students’ performance. above individual student

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

characteristics. This study upon the beneficial social and

addresses the effects of group economic context of the school.
composition in secondary A schools’ overall type A effect
schools and classes on refers to the impact of this
achievement and well-being. school for an ‘average’ student.
Compositional effects are But the schools’ effect can vary
discussed with reference to across students. There can be a
type A and type B effects. Type differential type A effect for
A effects are school students with differing
effectiveness indices, background.
controlling for student
background. Type B school
effects are controlled for both VII. Discussion

student background and Safe schools promote

school context. the protection of all

students from violence,
Accountability of Schools
exposure to weapons and
and Teachers: What should be
threats, theft, bullying and
taken into accout by Bieke De
harassment, the sale or use
Fraine, Jan Van Damme and
of illegal substances on
Patrick Onghena (2002).
school grounds, and other
Parents and students will
emergencies. School safety
choose the school with the
and security is linked to
largest type an effect; namely
improved student and
the school with the largest
school outcomes. In
‘value added’ when individual
particular, emotional and
student characteristics are
physical safety in school are
taken into account. For parents,
related to academic
it does not matter whether the
performance.
school’s effectiveness is based
upon effective educational The first requirement of

practices, upon a favorable any successful school safety

student body composition or program is careful

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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

planning. Interventions, no VIII. Conclusion

matter how well-intended,
School is accountable to
will fail in the absence of
its jurisdiction most
such planning. Planning
especially to the students as
efforts should be
there are a lot of factors that
comprehensive, involving a
would affect them
diverse group of people
physically, socially,
and school personnel.
mentally and even
More and better emotionally inside the
evaluations of school-based premises and the school is
interventions are required not exempted to its
for the establishment and consequences any negative
maintenance of or harm occurred toward
accountable-based school students inside the
safety programs. All school premises affects the school
accountability interventions credibility for any positive
will benefit from careful or negative happen will
measurement, data surely reflects the school.
collection, and evaluation,
Accountability systems
which will improve existing
should drive continuous
programs and lay the
improvement toward
groundwork for future
making school a safety and
efforts. More research is
secured place for every
needed to determine what
student. More
works, when it works, and
accountability program
for whom it works. It is
implemented in the school
impossible to identify
effectively brings an
successful programs for
assurance to student’s self-
replication without strong,
preservation. Teachers and
independent evaluations.
staff have great
contribution in the
student’s self-preservation
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 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

in the way they handle and self-preservation and its

facilitate not just learning benefits toward the school,
but values to every learner family, community and to
that will develop student’s the students.
morality as they are
accountable in sense of
education to student. As a X. References

result, harmonious learning Bronfenbrenner, U. (Ed.).

and self-preservation will (2005). Making human beings
attained. human, bioecological perspectives
on human development.
Thousand Oaks: Sage
IX. Recommendation
Publications.
This part of the paper
Clotfelter, C., Ladd, H., 1996.
suggested for a better result.
Recognizing and rewarding
1. I recommend to go further success in public schools. In:
with factors affecting
De Fraine, B., Van Damme, J.,
student’s psychological and
& Onghena, P.
emotional aspect as it is one
(2002). Accountability of Schools
of the attributes affecting
and Teachers: What Should Be
student’s inner ecology.
Taken into Account? European
2. I recommend to further
Educational Research Journal,
more explore students’
1(3), 403–
personal factors affecting its
428. doi:10.2304/eerj.2002.1.3.2 
self-preservation outside
the school. Figlio, D., & Loeb, S.

3. I recommend to focus on (2011). School Accountability.

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accountability program Education, 383–

inside and outside the 421. doi:10.1016/b978-0-444-

school, how accountability 53429-3.00008-9 

program helps student’s

Prof.Ed 9 - Building and Enhancing New Literacies Across the Curriculum

 Prof.Ed. 9 – Building and Enhancing New Literacies Across the Curriculum

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Prof.Ed 9 - Building and Enhancing New Literacies Across the Curriculum