摘要：The mandates of the US National Reporting System (NRS) accountability framework presented adult education at the state and local levels with a quantitative, outcomes-based, mandatory system. In the early years of the NRS, researchers explored the challenges of implementing largescale accountability systems and documented its early impact. With the continued implementation of the NRS over the past four to five years, this paper takes a fresh look at the impact of those accountability requirements with particular reference to implementation by the Connecticut State Department of Education (CSDE). It presents some positive developments with respect to curriculum, instruction, and the use of data, while highlighting some of the shortcomings within the NRS approaches. It discusses the organisational implications for local programs, presents strategies for state agencies, and offers suggestions for improving the NRS.
