of New Accountability Policies and Culturally Relevant

This paper explores how new accountability policies interact with culturally relevant teaching at the classroom level. When teachers are under the constraints of accountability and student testing policies, are they able to adopt and practice culturally relevant pedagogy in their classrooms? Previous research indicates that high-stakes accountability systems connected with standardized testing are viewed as having negative effects on teachers, the teaching profession, and curriculum and instruction. As a result, teachers have reported feelings of guilt, anxiety, shame, and alienation. Teachers ' relationships with administrators have become more complicated, and students have demonstrated decreased levels of trust. Accountability systems have also led to more constraints on teachers use of time, leaving little or no time to fulfill students ' emotional and personal needs, and leaving teachers feeling overwhelmed. Research also suggests that the standardized testing associated with accountability systems have led t