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ERIC Number: EJ968622
Record Type: Journal
Publication Date: 2012-Mar-16
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1099-839X
Teachers' Perceptions of High-Stakes Accountability in Florida's Title I Elementary Schools
Vernaza, Natasha A.
Current Issues in Education, v15 n1 Mar 2012
Teachers are catalysts to the success of high-stakes accountability policies, yet noticeably absent from previous studies is an examination of teachers' responses toward being held accountable for their students' performance on state-mandated, high-stakes assessments in low socioeconomic status (SES) school settings. An on-line survey instrument was used to determine how third grade, Title I classroom teachers in two southeastern Florida school districts believed they were capable of being held accountable for their students' knowledge of reading and mathematics standards assessed on the Florida Comprehensive Assessment Test. Open-ended survey responses received from 61 respondents acknowledged the need for teacher accountability in terms of contingencies, students' academic growth, and teachers' instruction, but raised significant concerns regarding the fairness of high-stakes accountability policy and shared accountability for student achievement. (Contains 1 table.)
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida