Abstract
This study uses Lipsky's concept of the street-level bureaucrat to identify how English teachers in two Chicago public high schools respond to student failure within the context of a district accountability agenda. Analyses of interview and classroom observation data indicate that teachers' responses to district policies related to the degree to which teachers perceived the policies as threats to their professional autonomy. Teachers responded to testing policies by allocating significant classroom time to “teaching to the tests” but employed several defensive strategies in response to policies aimed at lowering course failure rates. These strategies may have reduced failure rates but did not remedy student failure.
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