Educational Accountability: Investigating the Collective Capacity of a Middle School

The main findings of this instrumental mixed methods case study were that, in this context, external accountability led to increased attention to test scores, curriculum, and instruction. External accountability influenced the school's system of internal accountability by fostering better alignment between instruction and state curriculum standards. External accountability also influenced the school's collective capacity, particularly with respect to leadership and teachers' ability to provide more academic support to students and a more nurturing environment. At the same time, teachers had varied student expectations that deterred them from achieving even higher levels of collective instructional capacity.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Hall, Jori N.

Contributors dc:contributor

• Parker, Laurence J.

• Education, Mathematics

Language dc:language

eng

Identifier

(MiAaPQ)AAI3314784

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80029