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ERIC Number: ED342800
Record Type: Non-Journal
Publication Date: 1991
Pages: 22
Abstractor: N/A
Reference Count: N/A
Is Educational Reform through Mandated Accountability an Oxymoron?
Hansen, Joe B.
The current accountability movement in education is examined in terms of its historical antecedents and federal versus state initiatives and requirements. The assumptions underlying the educational accountability movement are then considered, and refinements and extensions to these assumptions are proposed. The accountability movement in American education has been based on certain key assumptions, some of which have never been fully validated. These assumptions are as follows: (1) stricter accountability requirements lead to improvements in education; (2) meaningful educational improvements can be implemented through legislatively mandated accountability; (3) the most appropriate focal point for accountability-driven reform is the individual school; and (4) broad involvement of the school and district community is essential for successful accountability-driven school reform. The evidence supporting these assumptions is weak at best. Accountability has a legitimate role to play in school reform by stimulating the generation and reporting of data needed to evaluate reform efforts. Mandated accountability can be a useful lever for educational restructuring if it engenders change in cultural values of educators at all levels. There is an eight-item list of references. (SLD)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A