TY - JOUR AU - Vernaza, Natasha A. PY - 2012/03/16 Y2 - 2024/03/28 TI - Teachers' Perceptions of High-Stakes Accountability in Florida's Title I Elementary Schools JF - Current Issues in Education JA - CIE VL - 15 IS - 1 SE - Articles DO - UR - https://cie.asu.edu/ojs/index.php/cieatasu/article/view/870 SP - AB - <!--[if gte mso 9]><xml> <o:OfficeDocumentSettings> <o:AllowPNG /> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:WordDocument> <w:Zoom>0</w:Zoom> <w:TrackMoves>false</w:TrackMoves> <w:TrackFormatting /> <w:PunctuationKerning /> <w:DrawingGridHorizontalSpacing>18 pt</w:DrawingGridHorizontalSpacing> <w:DrawingGridVerticalSpacing>18 pt</w:DrawingGridVerticalSpacing> <w:DisplayHorizontalDrawingGridEvery>0</w:DisplayHorizontalDrawingGridEvery> <w:DisplayVerticalDrawingGridEvery>0</w:DisplayVerticalDrawingGridEvery> <w:ValidateAgainstSchemas /> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:Compatibility> <w:BreakWrappedTables /> <w:DontGrowAutofit /> <w:DontAutofitConstrainedTables /> <w:DontVertAlignInTxbx /> </w:Compatibility> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" LatentStyleCount="276"> </w:LatentStyles> </xml><![endif]--> <!--[if gte mso 10]> <style> /* Style Definitions */table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ascii-font-family:Calibri; mso-fareast-font-family:Calibri; mso-hansi-font-family:Calibri;}</style> <![endif]--> <!--StartFragment--> <p class="MsoNormal" style="margin-top: 0in; margin-right: 1.0in; margin-bottom: .0001pt; margin-left: 1.0in; tab-stops: 9.0pt;"><span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; font-family: &quot;Times New Roman&quot;;">Teachers are catalysts to the success of high-stakes accountability policies, yet noticeably absent from previous studies is an examination of teachers&rsquo; responses toward being held accountable for their students&rsquo; performance on state-mandated, high-stakes assessments in low socioeconomic status (SES) school settings.<span style="mso-spacerun: yes;">&nbsp; </span>An on-line survey instrument was used to determine how third grade, Title I classroom teachers in two southeastern Florida school districts believed they were capable of being held accountable for their students&rsquo; knowledge of reading and mathematics standards assessed on the Florida Comprehensive Assessment Test.<span style="mso-spacerun: yes;">&nbsp;&nbsp; </span>Open-ended survey responses received from 61 respondents acknowledged the need for teacher accountability in terms of contingencies, students&rsquo; academic growth, and teachers&rsquo; instruction, but raised significant concerns regarding the fairness of high-stakes accountability policy and shared accountability for student achievement.</span></p> <!--EndFragment--> ER -