NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ960681
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0022-0671
Moving beyond the Rhetoric: Charter School Reform and Accountability
Gawlik, Marytza A.
Journal of Educational Research, v105 n3 p210-219 2012
The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators' experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers' and administrators' experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001