State level accountability systems of student learning and performance in physical education Emi Tsuda, James D. Wyant, Sean M. Bulger, Andrea R. Taliaferro, Charlene R. Burgeson, Howell Wechsler, Eloise Elliott International Sports Studies 44 No. 1 (2022) https://doi.org/10.30819/iss.44-1.04     pp: 35-53     2022-03-30

State level accountability systems of student learning and performance in physical education

Stichworte/keywords: Every Student Succeeds Act, well-rounded education, learning outcomes, content standards, educational policy

Cite: APA    BibTeX

---

Abstract
The study examined the current status of state-level accountability systems of student learning and performance in physical education across the United States. A total of 48 state physical education representatives participated in the study. Data sources included two sequential surveys and publicly accessible and shared documentation. The initial survey data were downloaded into a spreadsheet for descriptive analysis and used to create state-by-state profiles. Researchers used a constant comparative method to interpret the data gathered in the open-ended questions of the surveys. The documents were analyzed using content analyses. Among the 48 state respondents, a total of 10 states indicated having an accountability system to measure student learning and performance (seven states measured fitness and three states measured multiple learning outcomes [e.g., motor skills and knowledge]). Four identified components in the robust accountability systems include legislation/policy, data collection, data monitoring, and data evaluation and dissemination. Having all these elements ensures that collected student learning data is used to continually refine and improve current systems. Holding schools and teachers accountable for student learning in physical education is central to maximising the opportunity for providing school-age children with the knowledge and skills to engage in physically active lifestyles.