Using Virginia as a case study, examines the role that educational leaders play in the implementation of statewide accountability plans.
The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.
Table of Content
Introduction
Margaret Grogan
1. U.S. Schools and the New Standards and Accountability Initiative
Walter F. Heinecke, Daniel E. Curry-Corcoran, and Tonya R. Moon
2. The Evolution of Educational Accountability in the Old Dominion
Daniel L. Duke and Brianne L. Reck
3. Initial Responses of Virginia High Schools to the Accountability Plan
Daniel L. Duke and Pamela D. Tucker
4. The Principalship: Renewed Call for Instructional Leadership
Pamela D. Tucker
5. A Study of Successful Teachers Preparing High School Students for the Standards of Learning Tests in Virginia
Margaret Grogan and Pamela B. Roland
6. The Impact of Virginia’s Accountability Plan on High School English Departments
Daniel L. Duke, Dan W. Butin, and Amy Sofka
7. How Superintendents in Virginia Deal with Issues Surrounding the Black-White Test-Score Gap
Margaret Grogan and Whitney H. Sherman
8. Educators’ Ethical Concerns Arising from the Virginia Accountability Plan
Pamela D. Tucker and Margaret Grogan
9. Educational Leadership in an Age of Accountability
Daniel L. Duke, Margaret Grogan, and Pamela D. Tucker
Contributors
Index
About the author
Margaret Grogan is Dean of the School of Educational Studies at Claremont Graduate University. She is coauthor (with Mary E. Gardiner and Ernestine Enomoto) of Coloring outside the Lines: Mentoring Women into School Leadership and coeditor (with Daniel L. Duke, Pamela D. Tucker, and Walter F. Heinecke) of Educational Leadership in an Age of Accountability: The Virginia Experience, both also published by SUNY Press.
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