This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ladd, H. F. Articles by Zelli, A. Search for Related Content Social Bookmarking                         What's this?

School-Based Accountability in North Carolina: The Responses of School Principals

Arnaldo Zelli

Surprisingly little is known about the impact of school-based accountability systems, which are one component of the larger standards-based reform effort in education. Using two waves of survey data from a random sample of school principals in North Carolina, the authors investigate the reported behavioral responses of principals to that state’s highly touted accountability system. Their analysis indicates that the state’s ABCs program is a powerful tool for changing the behavior of school principals in both intended and unintended ways. Because of its power, the authors conclude that policy makers should use such a tool cautiously.

Educational Administration Quarterly, Vol. 38, No. 4, 494-529 (2002)
DOI: 10.1177/001316102237670


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. A. Winter and S. H. Melloy Teacher Recruitment in a School Reform State: Factors That Influence Applicant Attraction to Teaching Vacancies Educational Administration Quarterly, April 1, 2005; 41(2): 349 - 372. [Abstract] [PDF]