Year: 2003
Type: article
Abstract: The article reports on a study of 11 schools that were labeled as low-performing by the state accountability systems of Maryland and Kentucky, nationally known for complex performance-based assessments. The study shows that putting schools on probation only weakly motivated teachers because the assessments were largely perceived as unfair, invalid, and unrealistic. Administrators responded with control strategies that rigidified organizations, forestalling dialog and learning processes. Instructional reform developed only feebly. On the other hand, some schools remedied inefficiencies and were able to "harvest the low-hanging fruit." The schools struggled with severe problems of teacher commitment.
Author: Heinrich Mintrop
Institution: University of California, Los Angeles
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W2034573095