The authors present findings from their study of the use of accountability data from annual statewide student achievement tests in school decision-making. Drawing upon a longitudinal study of nine high schools that were recognized leaders in the use of continuous improvement practices, they analyzed teachers’ responses to district expectations for using test data to inform instruction. Findings identified teacher concerns about the use of data and limitations in the use of accountability data to make effective instructional decisions.
Accountability policies and teacher decision making: Barriers to the use of data to improve practice
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