Abstract
This case study exemplifies the effects of high stakes accountability on curriculum. Namely, should the desire for higher test scores drive instructional priorities? When resources are limited and jobs are on the line, leaders are often forced to make decisions that are expedient but not necessarily prudent. Schools across the country are under the “test-score microscope” to see how they measure up against each other. The pressure to perform well on tests is the driving force behind decisions that, inevitably, could hurt students and keep them from receiving a well-rounded education. Just how far should schools be allowed to go in addressing high stakes accountability? This case study, using fictitious names and places, encourages participatory discussion.
Get full access to this article
View all access options for this article.