We examine how school districts in California help their high schools respond to state accountability requirements. We discovered two contrasting forms of district interventions: those aiming to increase schools’ internal coherence and those encouraging direct but narrower responses to state requirements. Drawing on interviews in six districts and eight high schools, we find that many district efforts focus on immediate responses to state requirements to raise test scores. Yet, our analysis suggests that without strong district efforts to increase internal coherence, interventions aimed at eliciting school responses will be less beneficial over time.
Luschei, T.F. and Christensen, G.S. (2008), "Chapter 3 District leaders eroding school coherence? The interpretation of accountability mandates", Fuller, B., Henne, M.K. and Hannum, E. (Ed.) Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability (Research in the Sociology of Education, Vol. 16), Emerald Group Publishing Limited, Bingley, pp. 67-101. https://doi.org/10.1016/S1479-3539(08)16003-7
Emerald Group Publishing Limited
Copyright © 2008, Emerald Group Publishing Limited