ERIC Number: ED392153
Record Type: RIE
Publication Date: 1995-Oct
Reference Count: N/A
Reforming and Conforming: NASDC Principals Talk about the Impact of Accountability Systems on School Reform.
Mitchell, Karen J.
The New American Schools Development Corporation (NASDC) supports seven design teams that develop and implement comprehensive designs for high-performance schools. By 1995 plans had been developed for over 200 participating schools. This paper presents findings of a study that explored the elements of school-accountability systems that aid or impede innovative practices. Data were derived from interviews that were conducted with 20 NASDC principals during summer 1995. Findings show that the leaders took accountability very seriously. They reported that standardized testing worked against their efforts and that they preferred using authentic accountability measures. The sample urged NASDC to lobby at the state and district level and to negotiate for waivers from accountability requirements. The principals felt that performance-based accountability tests more closely aligned their reform goals with their states' assessment systems. Principals also expressed having problems with requirements for credit hours, grade-to-grade promotion rates, teacher-student "contact hours," and teacher attendance rates. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Rand Corp., Santa Monica, CA.