Leaders as policy mediators: The reconceptualization of accountability
Theory Into Practice
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.
Rorrer, A. K.,
Skrla, L. E.
Leaders as policy mediators: The reconceptualization of accountability.
Theory Into Practice, 44(1), 53–62.