Abstract
ABSTRACTRecent reforms in K–12 education governance shift the accountability responsibility in public education away from the democratic governance provided by school boards, but little is known about how school board members define accountability. In this article, survey data from school board members in Wisconsin is combined with school district demographic and performance variables to determine how board members define accountability, and how those definitions relate to outcomes. The analysis finds no connection between any single accountability definition and school district outcomes, but does find a significant positive relationship between board member agreement on accountability definitions and academic performance indicators.
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