Moving Beyond the Rhetoric: Charter School Reform and Accountability

Marytza A. Gawlik

The Journal of Educational Research, 2012, vol. 105, issue 3, 210-219

Abstract: The author examined how local charter school educators respond to the accountability measures being imposed on them. Encouraged by early indications of increased test scores, state and federal policymakers continue to support accountability as an effective means to improve schools. Surprisingly, there has been little research on local educators' experiences with and responses to such reforms. This lack of research is striking because teachers, principals, and superintendents are directly responsible for the implementation of accountability mandates, including administering tests, teaching to the state standards, and implementing state-approved curriculum packages. In an effort to understand teachers' and administrators' experiences with public school accountability, the author explores how educators in 4 charter schools in Michigan understand recent accountability mandates with respect to school reform.

Date: 2012
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DOI: 10.1080/00220671.2011.559492

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