Leaders as policy mediators: The reconceptualization of accountability

Document Type

Article

Publication Title

Theory Into Practice

ISSN

0040-5841

Volume

44

Issue

1

DOI

10.1207/s15430421tip4401_8

First Page

53

Last Page

62

Publication Date

February 2005

Abstract

In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district purposes, goals, policies, and practices to support the achievement of all children. The discussion and illustrations are drawn from two separate multiyear, multiphase research projects. The authors researched districts and schools in two states (North Carolina and Texas) that have more than a decade's experience with implementing accountability of the type required by the No Child Left Behind Act. These districts and schools have demonstrated success in raising achievement for all students and in closing achievement gaps between white students and students of color and between children from middle- and upper-income homes and children from low-income homes.

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