Is “Whole Child” Education Obsolete? Public School Principals’ Educational Goal Priorities in the Era of Accountability
Bibliographic Data
| ID | 21313620 |
|---|---|
| Authors | Jaekyung Lee (0000-0001-8970-2794, The State University of New York, Buffalo, NY, USA, corresponding author), Moosung Lee (0000-0003-4206-9893, University of Canberra, Canberra, Australian Capital Territory, Australia) |
| Year | 2020 |
| Volume | 56 |
| Issue | 5 |
| Pages | 856-884 |
| Publication date | 2020-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Administration Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0013-161X • E-ISSN: 1552-3519 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013161x20909871 |
| OpenAlex | W3012253044 |
| Language | EN |
| Citations received | 15 |
| References cited | 28 |
Objectives: Working under the constraints of external accountability policy, public school principals are faced with challenges in prioritizing educational goals. Using the Schools and Staffing Survey (SASS) data sets, this study examined the nature and sources of changes in principals’ educational goal priorities in the era of accountability, including the No Child Left Behind Act (NCLB). Method: Difference-in-differences method was used to compare the national average trends of educational goal priorities between public and private schools during 1991–2012 period. Comparative interrupted time series method was also used to explore the impact of NCLB accountability policy on those trends across 50 states. At the school level, logistic regression was applied to examine the effect of NCLB Adequate Yearly Progress status on principals’ educational priorities. Results: While academic goals gained traction over the 1991–2012 period, there were setbacks for other goals of education, particularly personal growth and vocational skills. Notably, public schools’ priority changes were more drastic than private schools’ changes. The divergent trends largely persisted after NCLB across the states. On the other hand, public school principals who previously failed to meet NCLB targets gave more emphasis on basic skills and less emphasis on academic excellence and personal growth. Conclusion: Public school principal’s priorities on academic goals have been shaped by test-driven accountability measures, while other equally important goals have been possibly deprioritized. It gives implications for the implementation of the Every Student Succeeds Act, in which educational leaders can redesign accountability systems and incorporate nonacademic measures for whole child education
Accountability · Educational assessment · Excellence · Pedagogy · Political science · Public relations · Sass · Staffing · Psychology · Public Administration · School Choice and Performance
Valuing the arts
Perceiving goals as Invariable
Beyond Learning Loss
Person-environment fit theory and teachers’ accountability as context-dependent
Eastern versus Western gaps in whole child education
School principals' experiences of autonomy and accountability
What’s missing from the nation’s report card
Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms Through School Capacity Building
Reassessing school effectiveness
Changes and challenges of physical education in the perspective of educational priority development
Secondary teachers’ experiences of presence in teaching
The intersection of menstruation, school and family
Inspection Digital Literacy for School Improvement
School Principals’ Time Use for Interaction with Individual Students
Challenges in implementing instructional leadership
Reassessing the Principal's Role in School Effectiveness
The Impact of Leadership on Student Outcomes
The Search for School Climate
School Context, Principal Leadership, and Student Reading Achievement
Assessing the Instructional Management Behavior of Principals
The impact of no Child Left Behind on student achievement
Trick or treat
African-American Principals
This way please! Improving school leadership
Short Comparative Interrupted Time Series Using Aggregate School-Level Data in Education Research
School Violence and Theoretically Atypical Schools
Culturally Responsive School Leadership
Handbook on Research on Educational Administration
| Citations per year | 2.5 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |