Educational Leadership in an Age of Accountability: The Virginia Experience

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Daniel L. Duke, Margaret Grogan, Pamela D. Tucker, Walter F. Heinecke
SUNY Press, Feb 27, 2003 - Education - 221 pages
The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.

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US Schools and the New Standards and Accountability Initiative
The Evolution of Educational Accountability in the Old Dominion
Initial Responses of Virginia High Schools to the Accountability Plan
The Principalship Renewed Call for Instructional Leadership
A Study of Successful Teachers Preparing High School Students for the Standards of Learning Tests in Virginia
The Impact of Virginias Accountability Plan on High School English Departments
How Superintendents in Virginia Deal with Issues Surrounding the BlackWhite TestScore Gap
Educators Ethical Concerns Arising from the Virginia Accountability Plan
Educational Leadership in an Age of Accountability

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About the author (2003)

At the University of Virginia, Curry School of Education, Daniel L. Duke is Professor, and Pamela D. Tucker and Walter F. Heinecke are Assistant Professors. Margaret Grogan is Dean of the School of Educational Studies at Claremont Graduate University.

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