Reforming and Conforming

NASDC Principals Discuss School Accountability Systems

by Karen Mitchell


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Twenty New American Schools Development Corporation principals offer recommendations for simultaneously reforming schools and conforming to jurisdiction accountability systems. They talk about system elements that aid or impede innovative practice in whole-school reform, including the impact of traditional and performance-based tests on classroom practice, on school-based assessment, and on design implementation. To the extent possible, findings are presented in the principals' own words. This is a companion report to MR-729-NASDC (S. J. Bodilly et al., Lessons from New American Schools Development Corporation's Demonstration Phase, 1996).

Table of Contents

  • Chapter One


  • Chapter Two

    Jurisdiction Accountability Systems

  • Chapter Three

    Impact of Traditional Accountability Tests on School Reform

  • Chapter Four

    Impact of Performance-Based Accountability Tests on School Reform

  • Chapter Five

    Impact of Other Accountability Measures on School Reform

  • Chapter Six

    Design-Based Assessment and School Reform

  • Chapter Seven

    Recommendations for Reforming and Conforming

  • References

The research was supported by NASDC. The study was conducted under the auspices of RAND's Institute on Education and Training

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