Problem Solving Under Accountability: Perspectives of Principals in High- and Low-Achieving Schools

• In Event: Leadership and Making Meaning

Abstract

Few have examined how principals solve problems created by accountability policy. This study asks how principals in high and low achieving schools address and solve problems such problems, including those created by low scores on state tests, shortages of highly qualified teachers, and underperforming NCLB subgroups. We asked 24 middle school principals to describe how they solved one problem related to accountability. Half were in schools that scored higher than predicted by student demographics on New Jersey’s Grade Eight Performance Assessment and half in schools that scored lower. Principals in high achieving schools were most likely to address problems inventively, to develop broad conceptions of the problem, and to engage staff in solving the problem.

Authors

• William A. Firestone, Rutgers University

• Steven Mayer, Robbinsville School District