“A very small cog in the wheel”: principals’ perceptions of change and continuity in the wake of ESSA reforms

In 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing No Child Left Behind as the statutory education policy of the federal government of the United States (US). Building on prior shifts in accountability policy at the state level, ESSA focused attention and resources on buil...

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Bibliographic Details
Published in:Asia Pacific education review Vol. 25; no. 2; pp. 299 - 312
Main Authors: Kim, Jihyun, Reid, David B., Galey, Sarah
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.06.2024
Springer Nature B.V
교육연구소
Subjects:
Accountability
Capacity Building
Content Analysis
Education
Education policy
Educational Change
Educational leadership
Educational Legislation
Educational Quality
Educational Research
Elementary Secondary Education
Federal Government
Grants
Instructional Leadership
Interviews
Low Achievement
No Child Left Behind Act 2001-US
Principals
Provisions
Resource Allocation
School districts
School Policy
Standardized Tests
State Aid
State Policy
Student Leadership
Students
Teacher Effectiveness
교육학
Policy implementation
Accountability policies
Every student succeeds act
ISSN:1598-1037, 1876-407X
Online Access:Get full text
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Summary:In 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing No Child Left Behind as the statutory education policy of the federal government of the United States (US). Building on prior shifts in accountability policy at the state level, ESSA focused attention and resources on building school leadership capacities. Five years on, how has the implementation of ESSA changed principals’ perceptions of accountability? We compare state policy documents and principal interviews to elucidate the impacts of ESSA on school accountability and leadership in two states—Pennsylvania and New Jersey. Despite major differences in state support for principal’s capacity building found in ESSA plans, interview data suggest that most principals have little knowledge of ESSA policy and do not perceive the influence of ESSA on changes in their day-to-day work. We discuss the implications of this discrepancy between the ESSA policy and practice for researchers and school leaders.
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ISSN:1598-1037
1876-407X
DOI:10.1007/s12564-022-09802-4