In this paper, the authors use data from interviews
and observations in four urban elementary schools – two high-
and two low-performing – to examine how schools respond to
high stakes accountability policies. The authors argue that school
responses to high stakes accountability depend on school context.
In low-performing schools, responses focus narrowly on complying
with policy demands, focusing on improving the performance of
certain students, within benchmark grades, and in certain subject
areas. In contrast, higher performing schools emphasize enhancing
the performance of all students regardless of grade level and
across all subject areas. Given the concentration of poor students
and students of color in the lowest performing schools, the authors
conclude that issues of educational equity need to be given careful
consideration in the implementation of high stakes accountability
policies.
John B. Diamond,
School of Education and Social Policy, Northwestern University James P. Spillane,
School of Education and Social Policy, Northwestern University
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