What Has Been the Impact of the High-Stakes Accountability Initiatives on Principal and Teacher Behavior?

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-13 - Maximizing Knowledge: Utilizing the Interplay of Rigor, Evidence, Culture, and Achievement to Inform Systems of High-Stakes Accountability

Abstract

This paper examined the impact high-stakes accountability and data-driven decision making has had on administrators and teacher leaders. The researchers utilized instructional leadership theory and teacher leadership as conceptual frameworks to explore the participants’ perceptions with respect to the implementation of national reforms. For four single cases (i.e., individual schools), four principals, as well as 28 teachers were selected to “capture multiple realities” (Hancock & Algozzine, 2006, p. 72) and open-ended, emerging data. Through analysis, three themes emerged: 1) Changing Culture; 2) Changing Evidence; and 3) Changing Rigor. These themes provide an understanding of the impact high-stakes accountability and data-driven decision making has had on public school principals and educators. Implications for school districts and leadership/teacher preparatory programs are revealed.

Authors

• Kristina Schuler, RayPec School District

• Barbara Nell Martin, University of Central Missouri