Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability

Jordan A. Conwell*, Simone Ispa-Landa

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Viewing principals in urban schools as street-level bureaucrats who have discretion in how they implement policy demands offers a way to understand variation in principals’ decisions about parent involvement.

Original languageEnglish (US)
JournalUrban Education
DOIs
StateAccepted/In press - 2020

Keywords

  • No Child Left Behind
  • parent participation
  • principals
  • programs
  • rules
  • urban education

ASJC Scopus subject areas

  • Education
  • Urban Studies

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