This follow-up study presents findings from 11 structured interv iews that were conducted with principals engaged in a conv ersion from a large comprehensiv e high school to six small schools. Key findings are (a) the greatest barrier to improv ement was entrenched instructional patterns and (b) goals of college readiness and social/ emotional dev elopment, espoused by principals, only partially aligned with system-wide student assessments and school programs. The authors suggest that current accountability mechanisms fail to assess both college readiness and social/emotional dev elopment. For either goal to become more than a slogan, assessment of student learning must be substantially reinv ented.
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