Predictable Failure of Federal Sanctions-Driven Accountability for School Improvement—And Why We May Retain It Anyway
Bibliographic Data
| ID | 9735529 |
|---|---|
| Authors | Heinrich Mintrop (Center for Health and Gender Equity, corresponding author), Gail L Sunderman (Center for Health and Gender Equity) |
| Year | 2009 |
| Volume | 38 |
| Issue | 5 |
| Pages | 353-364 |
| Publication date | 2009-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x09339055 |
| OpenAlex | W2130883587 |
| Language | EN |
| Citations received | 40 |
| References cited | 51 |
The federal accountability system, made universal through the No Child Left Behind Act of 2002, is a system driven by quotas and sanctions, stipulating the progression of underperforming schools through sanctions based on meeting performance quotas for specific demographic groups. The authors examine whether the current federal accountability system is likely to succeed or fail, by asking, Does the sanctions-driven accountability system work? Is it practical? And is it legitimate among those who must implement it? The authors argue that even though sanctions-driven accountability may fail on practical outcomes, it may be retained for its secondary benefits and because there is a sense that credible policy alternatives are lacking. They conclude by proposing alternative policies and approaches to the current system
Accountability · Business · Economics · Law and economics · Political science · Public economics · Public relations · Sanctions · Work (physics · Engineering · Healthcare Policy and Management · Law · Legal Issues in Education · Public Administration
The Organization of Schools and Classrooms
Collective agency in instructional leadership teams
Same tests, same results
School leadership and school organization
The Retention of Educators of Color Amidst Institutionalized Racism
Policy Narratives of Accountability and Social-Emotional Learning
The accountability paradigm post-NCLB
Contextualized Effects of Racial/Ethnic Matching Between Students and Teachers in Urban, Suburban, and Rural High Schools
Triggering the Duty to Act
Meaning-Making, Negotiation, and Change in School Accountability, Or What Sociology Can Offer Policy Studies
Cultivating teacher professionalism in Chinese and U.S. settings
Explorando al Interior
Administration des écoles, respect des normes gouvernementales et obligation de résultats à forts enjeux
Les effets de la régulation par les résultats (accountability) sur les politiques d'éducation aux États-Unis
Reauthorization of the Individuals With Disabilities Education Improvement Act (Idea, 2004)
The Americans with Disabilities Act and the Individuals with Disabilities Education Act
Dewey’s liberalisms
Payment by Results in Nineteenth-Century British Education
Contesting quality teaching
I’m just going through the motions”
An Exploratory Analysis of Formal School Leaders’ Positioning in Instructional Advice and Information Networks in Elementary Schools
The Politics of Priorities in Turbulent Times
A Narrow Path Through the Broad Middle
Colombian National Bilingual Plan
Improving Low-Achieving Schools
The Role of External Support in Improving K-3 Reading Outcomes in New York City
Transforming Out-of-School Challenges Into Opportunities
The Overwhelming Need
Accountability Battle
Rules and the Doctrine of Performance Management
Teaching Melodic Dictation in Advanced Placement Music Theory
Melodic Dictation Instruction
Alignment and Accountability in Policy Design and Implementation
Waivering as Governance
Mitigating the Dangers of a Single Story
Accountability Policy, School Organization, and Classroom Practice
The Implications of Intersectionality on Southeast Asian Female Students’ Educational Outcomes in the United States
The Ebb and Flow of Social Network Ties Between District Leaders Under High-Stakes Accountability
Organizational Routines as Coupling Mechanisms
From No Child Left behind to the Every Student Succeeds Act
Work Motivation Theory and Research at the Dawn of the Twenty-First Century
Does External Accountability Affect Student Outcomes? A Cross-State Analysis
Managing in the Middle
Standards, Accountability, and School Reform
High-Stakes Accountability in Urban Elementary Schools
Meaning, Self and Motivation in Organizations
Creating and enforcing norms, with special reference to sanctions
Left Behind by Design
Does school accountability lead to improved student performance
Permanently Failing Organizations
Theory of Action
Calculations, Values, and Identities
The No Child Left Behind Act and English Language Learners
Gauging Growth
Measuring Academic Proficiency Under the No Child Left Behind Act
High-Stakes Testing and Curricular Control
Displacing Deficit Thinking in School District Leadership
Reconstitution—Three Years Later
Below the Bubble
The Impact of Accountability on Racial and Socioeconomic Equity
Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools
Incentives, Capacity, and Implementation
Views from the Classroom
School Teacher
| Unique citing works | 40 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 40 |