ACCOUNTABILITY SYSTEMS: A COMPARATIVE ANALYSIS OF SUPERINTENDENT, PRINCIPAL, AND TEACHER PERCEPTIONS

A key assumption of NCLB appears to be that assessment data in and of itself can foster or promote change. Specifically, the supposition is that by requiring assessment data to be reported yearly, schools will be motivated- and will have the ability-to address those areas where student achievement is lagging. This assumption rests on the notion that educator competence in understanding and utilizing such data will result in academic success. Testing this assumption with empirical evidence is an important component of researching the efficacy of current accountability policies and practices in general. Over the past three years we have been involved in a series of empirical examinations of accountability. Each of these studies has been aimed at gathering varied perspectives on and about accountability, ranging from superintendents to principals to teachers. Our research examines education accountability at three interconnected layers: district administrators, principals, and teach-ers. This nested data set (superintendents were surveyed, as were their principals, and their principals ’ teachers) allows for not only an examination of the perceptions and reflections of the members of each group but also for an evaluation of the con-sistency of those beliefs across the members of the educational community. This study will present findings from research projects that speak to each of these levels, focusing on how each understands education accountability and how those mean-ings are consistent across groups and to what degree