School Accountability Conceptions and Responses in U.S. Educational Reform

A study by Charles Abelmann investigates how schools construct their own conceptions of accountability amid external policy pressures. The research focuses on the responses of teachers, administrators, students, and parents to accountability issues within schools. It examines the four major ideas of accountability as defined in state and local policy, including school-site performance evaluation against externally-set standards.

Use Cases

• Analyzing school-level conceptions of accountability based on the described framework of four major policy ideas.
• Studying variations in school responses to accountability problems as mentioned in the research focus.
• Investigating the relationship between internal school accountability systems and external state-mandated systems.

Strengths

• Study is grounded in a cited academic framework (Ladd, 1996) defining four major accountability ideas.
• Research focus is clearly defined on school-level conceptions and behavioral responses.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count and data format are unknown, which may limit suitability assessment.
• Last update date is unknown; freshness unverified.

Provenance

Source

Charles Abelmann

Collection Method

Research study focused on schools and their conceptions of accountability, likely involving qualitative or survey methods.

Time Range

null

Freshness

Last updated date is unknown; freshness unverified.

Geography

References state policies in Texas, New York, Virginia, and Florida, suggesting a U.S. focus.