ERIC Number: ED445032
Record Type: Non-Journal
Publication Date: 2000-Apr-25
Reference Count: N/A
Local Accountability: The Role of the District and School in Monitoring Policy, Practice and Achievement.
Goertz, Margaret E.
This paper describes, analyzes, and compares local accountability environments in 23 school districts in 8 states, taking the formal external system and informal expectations into account. Data are drawn from a 3-year longitudinal study of standards-based reform in eight states: California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas. Researchers visited the 23 school districts to interview district staff and conducted site visits in 33 elementary schools in 4 states. Findings show that state-defined and district-defined accountability systems and policies did provide a clear focus for teachers and principals about the attainment of student outcomes, but educators generally faced few formal consequences for not meeting school, district, and state performance goals. When formal consequences did exist, they fell more heavily on students and principals than on teachers. Teachers faced few consequences for poor student performance. Although districts generally did not use student performance data for sanctioning personnel, achievement data were vital to district and school-based decision making. Many of the study districts used the school improvement planning process as a major instrument to inform and foster change. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.; Annie E. Casey Foundation, Baltimore, MD.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.