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ERIC Number: EJ1057183
Record Type: Journal
Publication Date: 2011-Jul
Pages: 15
Abstractor: As Provided
Reference Count: 22
ISSN: EISSN-1949-6427
School Accountability: Mathematics Teachers Struggling with Change
Obara, Samuel
Journal of Case Studies in Education, v2 Jul 2011
In this period of accountability advocated by the No Child Left Behind Act of 2001, testing has been selected as a primary means of measuring the performance of schools. The State of Georgia is in the process of replacing its old curriculum--Georgia's Quality Core Curriculum (QCC) with a new curriculum--Georgia Performance Standards (GPS) to increase student achievement to meet NCLB initiatives. The accountability system which is part of the implementation of the GPS give student a pretest at the beginning of the nine weeks and posttest at the end of nine week to measure how much far they have grown. This article reports a qualitative case study of three teachers and their mathematics coach at a urban middle school in Georgia. The study investigated their views about the district accountability system during the first year of the implementation of the GPS by using standard-based curriculum materials. Data were gathered through interviews and observations. The analysis of data demonstrated that the three teachers and the mathematics coach were strongly opposed to the system because it did not consider a number of factors that affected student achievement. Nonetheless, the participants also identified advantages of the system. My analysis of the data also identified several areas of concern regarding the implementation of accountability systems.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001