The interrelationship between accountability, education, and public good are explored in relation to R. Manzer's (1994) analysis of educational policies and liberalism typology. The political, economic, ethical, and technological forms of liberalism can provide one basis for informed choice of accountability policies in urban education of students…

Presents a summary of the methodology and findings of the Urban Initiative Project whose goal is to research and modernize urban school management. Presents an overview of the articles in this special issue which further develop these research issues in relation to policy content, process, and consequences of urban educational administration. (MMU)

Reflects on the dominant idea in this issue that efficiency and productivity criteria are the basis for educational accountability policy, and relates this to leadership of urban schools. Policy makers should be held accountable for knowing the credible research that informs their decisions. (MMU)

Asserts that accountability in charter schools is largely a political issue and not a technical, instrumental question as the rhetoric suggests. Drawing on Texas student performance data and interviews with key state policymakers, the paper concludes that viewing accountability in charter schools as a technical issue ignores the larger political…

This article discusses the inherent political nature of educational systems and the tensions that arise between this political nature and the agenda to promote education as a public good. Current debates about the efficacy of the No Child Left Behind Act (NCLB) are used to illustrate this point. Although there is promise in the goals of NCLB, the…

Considers disadvantages of the product-oriented, teacher accountability movement. Claims that mastery learning, academic learning time, direct instruction, and other measures of teacher effectiveness emphasize training at low cognitive levels and overlook educating the whole child. Recommends that more humanistic processes be used to determine and…

Considers the use of outcome-based education (OBE) as an accountability system. The interpretation and use of OBE for accountability and issues arising from its use are reviewed. The use of OBE will exacerbate rather than solve current problems in education, but its potential should be explored. (SLD)

Examines the flexibility and accountability standards of the North Carolina charter school laws compared with the charter school legislation of Arizona and California. North Carolina's charter school legislation seems to have the flexibility charter school advocates would wish, with the necessary accountability requirements. (SLD)

This article presents a study that explores the relationship between charter schools and teacher autonomy. The theoretical framework is based on the charter school concept, whereby three policy levers--choice, deregulation, and accountability--lead to various goals for the charter school. One of the first and foremost of these is the enhancement…

Describes the growing public demand for holding teachers accountable for student performance. Asserts that this position assumes that effectiveness can be measured, whereas the incluence teachers have on student achievement is complex and variable, and may be less than that of family and peers. Describes various State-effort accountability plans.…

The achievement gap persists within U.S. classrooms. Although teachers do make a difference in terms of what and how much students achieve, educational practitioners and policy makers would be well served to consider social inequities created by demographic realities, instructional practices that engender broad student participation, and…

This article details a 5-year evolution of a middle school mathematics faculty serving predominantly economically at-risk students. Faculty members worked to improve students' mathematics test scores, used a scripted curriculum, and integrated National Council of Teachers of Mathematics (NCTM) standards-based activities. Schools nationwide are…

Suggests the extent to and particular ways in which urban governments and school systems are undemocratic and unresponsive to community needs. Provides an example of the general inability of minority groups to obtain their social and political goals through either protest or political bargaining. (Author/AM)

Argues that unless there is a general agreement in society about the purpose of education, until the school can control the factors that determine success, and until the school can ask all children to enter a common cultural tradition, the school can only respond to the demand for accountability by pleading impotence or by shifting it to those who…

Reform policy adoption and implementation is examined in the states of Colorado and Maryland. The cases illustrate how three theoretical perspectives (institutional, rational/technical, and interpretive) facilitate an understanding of policy sustainability and adequacy. (MMU)