In this era of accountability and high stakes testing, district and school administrators are vigilant in their attention to student test scores and the ramifications these have for district and school performance labels. In other words, no school or district wants to be labeled “low performing.” This case, based on a real situation, demonstrates the extremes a district and school may go to in an effort to ensure that student scores in a particular population group do not adversely affect a school’s or district’s accountability rating.
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McKenzie, K. ( 2003). The unintended consequences of accountability: A response to Skrla et al. In L. Skrla & J. J. Scheurich (Eds.), Educational equity and accountability: paradigms, policies, and politics (pp. 109-132). New York: Routlege-Falmer.
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Robinson, M., Lloyd, C., & K. Rowe. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44, 635-674.
