A study of accountability system for teacher preparation programs in the US

本研究旨在厘清美国教师培养计划问责制的架构。首先指出了联邦政府通过《高等教育法》和“力争上游”计划对各州教师培养计划审批制度的影响。然后，在本研究中，路易斯安那州和佛蒙特州的系统进行了分析。在路易斯安那州，将学生考试成绩与教师绩效挂钩的增值评估是问责制的重要指标之一。 同时，佛蒙特州在教师准备项目中，每个学生所做的档案袋被用来显示问责制中的学习成果。

The purpose of this study is to clarify the structure of accountability system for teacher preparation programs in the US. At first I pointed out the influence of federal government on state approval system for teacher preparation programs through Higher Education Act and Race to the Top program. Then, in this study, the system in Louisiana and Vermont were analyzed. In Louisiana, value-added assessment, which linked the results of student test scores to teachers performance, was one of the important indicators of accountability system. Meanwhile, in Vermont the portfolio made by each student in teacher preparation programs was used as showing learning outcome in accountability system.