Document Type

Conference Proceeding

Publication Date


Publication Title

Annual Meeting of the American Educational Research Association


While scholars of educational accountability policy will not be surprised at the power of local implementers in modifying accountability efforts, Kentucky's street-level debate splits two constituencies in defining a fair system. Advocates for the education of all children including the poor and minorities support the continuous improvement model, while elite advocates support recognition of relative standing of schools. This paper includes data from teachers and administrators in four schools identified as eligible for state assistance under Kentucky's testing and accountability system. Of particular interest are the perceptions of accountability held by teachers and administrators in one school that had received rewards over two biennial periods prior to the current accountability designation. Across all four schools, teachers found the concept of continuous improvement unrealistic. Yet, many teachers accepted the apparent inevitability of emerging accountability requirements on their profession.

Included in

Education Commons



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