Abstract
American educators are expected to be partners in the rearing of our children, with crucial roles in children’s intellectual and moral development both. We therefore must find thoughtfully balanced ways of assessing school performance and engineering school reform. In this essay, a high school principal reflects on recent accountability reforms in the New York City school system and the flaws in the high-stakes Progress Report grades that are used to praise and condemn schools. Another element of the New York City school accountability system, the Quality Review, is discussed for its merits. The essential question emerges: How can a school system effectively engage school-based practitioners in school-based reform, while keeping the well-being of the whole child at the center?
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