Most teaching evaluation systems considered unique and being developed in many state rely heavily on a theory of action. This ideology that implies education evaluation is a powerful lever for developing teaching performance and eventually student outcomes. However, this has failed to achieve the stated objective. Accountability, as promoted these days under the No Child Left Behind for instance in Texas and various state education systems, purports to be concern about improvement (Hattie, 2012). Sadly, such interventions have failed to acknowledge that fact that improvement needs more than just measurement. In this regard, debate will continues over the basis by which various public schools in US are deemed to perform satisfactorily under the federal or state accountability system. The question thus at the center of the argument is which schooling education aspects should inform these determinations. Likewise, combined strategies that should be employed to enhance sustainable educational transformation.

To actual say the system is working in light of the current events in many states, the policies needs evident positive results. Likewise, as stated previous scope, the outcome requires measured by employing a summative assessment. In addition, a program can only be said to be effective when it work for any student and educator (Wiles & Bondi, 2015). Such are contrary to the critics leveled against newly opened charter schools in many states. Such schools fail to have to follow and adhere to regulations of government no wonder they. In this regard, It’s a disadvantage since some charter schools tend to avoid important standards and guidelines, such as teacher certification as well as curriculum understanding. Such concerns are important for curriculum in education should reflect the scope programs in schools (Wiles & Bondi, 2015).