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The Impact of High Stakes Accountability on Teachers' Professional Development: Evidence from the South. A Final Report to the Spencer Foundation

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Title: The Impact of High Stakes Accountability on Teachers' Professional Development: Evidence from the South. A Final Report to the Spencer Foundation
Language: English
Authors: Berry, Barnett, Turchi, Laura, Johnson, Dylan, Hare, Dwight, Owens, Deborah Duncan, Clements, Steve, Southeast Center for Teaching Quality, Chapel Hill, NC.
Source: Southeast Center for Teaching Quality. 2003.
Availability: Southeast Center for Teaching Quality. 976 Airport Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; e-mail: contactus@teachingquality.org; Web site: http://www.teachingquality.org
Peer Reviewed: N
Page Count: 44
Publication Date: 2003
Sponsoring Agency: Spencer Foundation, Chicago, IL.
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Grade 4
Descriptors: Academic Achievement, Academic Standards, Accountability, Educational Opportunities, Professional Development, Instructional Leadership, Teaching Methods, High Stakes Tests, Faculty Development, Case Studies, Work Environment, Test Results, Federal Legislation, Teacher Collaboration, Elementary Secondary Education
Geographic Terms: Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: This report presents the case-study findings from a cross-state investigation focused on Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee, intended to deepen understanding around the influence of high stakes accountability on teacher learning and the capacity of districts and schools to support instructional practices that bolster student performance. Researchers sought to answer questions related to: (1) the impact of different accountability and professional development policies in the six states; (2) how teachers respond to those learning opportunities in light of high stakes accountability; and (3) the relationship between high stakes accountability, teachers' professional development, and student achievement. Site visits revealed that the high stakes accountability systems influenced teacher learning in a number of ways, helping teachers focus on academic standards, clarifying for them what needs to be taught and how, although seeking to understand under what conditions accountability systems would most likely promote effective professional development. None of the systems in which the 24 observed schools operated could produce a comprehensive set of indicators based on such an assumption. Findings suggest that to do so would require new ways to measure and report on school leadership, professional development opportunities, and teacher working conditions. The following is appended: Sample NAEP Grade Items--Math and Reading. (Contains 3 footnotes and 4 tables.)
Abstractor: ERIC
Number of References: 40
Entry Date: 2007
Accession Number: ED499079
Database: ERIC
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  Data: Southeast Center for Teaching Quality. 976 Airport Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; e-mail: contactus@teachingquality.org; Web site: http://www.teachingquality.org
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  Data: This report presents the case-study findings from a cross-state investigation focused on Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee, intended to deepen understanding around the influence of high stakes accountability on teacher learning and the capacity of districts and schools to support instructional practices that bolster student performance. Researchers sought to answer questions related to: (1) the impact of different accountability and professional development policies in the six states; (2) how teachers respond to those learning opportunities in light of high stakes accountability; and (3) the relationship between high stakes accountability, teachers' professional development, and student achievement. Site visits revealed that the high stakes accountability systems influenced teacher learning in a number of ways, helping teachers focus on academic standards, clarifying for them what needs to be taught and how, although seeking to understand under what conditions accountability systems would most likely promote effective professional development. None of the systems in which the 24 observed schools operated could produce a comprehensive set of indicators based on such an assumption. Findings suggest that to do so would require new ways to measure and report on school leadership, professional development opportunities, and teacher working conditions. The following is appended: Sample NAEP Grade Items--Math and Reading. (Contains 3 footnotes and 4 tables.)
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Academic Standards
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      – SubjectFull: Accountability
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      – SubjectFull: Professional Development
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