Abstract
This article examines the fundamental disconnect between discourses of accountability in education policy and their interpretation on the ground by parents. Based on data from two sites in Baltimore—district-led teacher training and a community facing school restructuring—I argue that both parents and education professionals consider accountability to be a measure of faithfulness to reality, but they position reality in different discursive frames. Ultimately, I show that this meta-semantic mismatch has a tangible impact on the implementation of school reform. [United States, education reform, accountability, meta-discourse, policy]
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