e-journal

Critical analysis of accountability policy in alternative schools: implications for school leaders

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Purpose – The expansion of alternative education, globally, has coincided with a shift towards
greater accountability for ensuring educational access and opportunity, high academic standards and
increased graduation rates. While studies suggest the pervasive influence of accountability may be
redefining how school leaders provide meaningful learning experiences and facilitating high
achievement, little is known about school leaders of alternative schools administering accountability
polices. If there are inconsistencies between meaningful learning experiences for at-risk students and
performance-based standards outcomes, this may suggest issues around equity and alternative
schools that should be evaluated. Using a theoretical frame of policy implementation, specifically the
authoritative design of policy and social constructs of compliance, this study aims to examine how
alternative school leaders implement accountability policies.
Design/methodology/approach – This cross-case study employs a qualitative thematic strategy of
data analysis in conjunction with Fairclough’s three-dimensional framework of discourse analysis to
examine how seven school leaders at five alternative schools in California and Texas interpret and
administer accountability policy.
Findings – The theme of reconciliation: tension between compliance and innovation was revealed
from the data. The discourses surrounding the nature of students at risk and policy compliance
converged, creating a notion that alternative school leaders were losing their autonomy as knowing
what is best for their students amidst increasing accountability standards.
Research limitations/implications – While many of the administrators are positioned by their
districts to act as an at-risk student expert when designing or sustaining academic and social
programs at their respective alternative schools, they are in the process of losing some of their
autonomy because of the pressures derived from accountability standards. However, school leaders
continue to take responsive and reflexive actions to create distance between their settings and
accountability policy in order to protect their students and schools from external pressures.
Originality/value – The study presents original findings in the area of accountability policy
implementation in alternative school settings. This work suggests that the social constructs of
compliance and student risk factors converge with the authoritative nature of accountability policy.
In turn, tension was created for alternative school leaders as they consider what is best for at-risk
students.

Keywords Policy implementation, Alternative education, School leaders, At-risk students,Accountability, Education, Leaders, Students

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Informasi Detail

Judul Seri

Journal of Educational Administration679

No. Panggil

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Penerbit

: Emerald Group., 2013

Deskripsi Fisik

Journal of Educational Administration Vol. 51 No. 5, 2013 pp. 655-679

Bahasa

English

ISBN/ISSN

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Klasifikasi

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN

Info Detail Spesifik

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Pernyataan Tanggungjawab

Asmawati/Syahrial

Versi lain/terkait

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