“I Treat All Students the Same”: Assistant Principal Balancing of Social Justice School Leadership in a High-Stakes Accountability Environment

Abstract

This mixed-methods study focused on the enactment of state accountability policy by educators and how educators balance social justice beliefs with accountability demands. We specifically studied Texas secondary assistant principal (APs) perspectives on accountability policy and social justice leadership and their leadership actions that helped balance the competing demands of high-stakes testing accountability with equity-focused social justice leadership goals. Our study included two phases. 79 APs completed a phase 1 quantitative survey. We used the survey results to select 10 APs to participate in phase 2 qualitative interviews to more deeply explore how the layers of federal, state, and local policy transformed the subjectivities enacted by assistant principals as they attempted to balance accountability with social justice orientation. Findings revealed divergent AP views across social justice and accountability beliefs. These findings drove recommendations for future research, policy, and practice by connecting what APs shared regarding leadership balancing actions that support social justice school leadership goals and help remedy and repair harmful impacts of high-stakes testing and accountability policies.