Abstract
In April 2015, 11 educators were convicted for their roles in the cheating scandal in the Atlanta Public Schools. The authors examine the lessons that teachers, administrators, and policy makers can learn from the cheating scandal: Teachers and school leaders were not adequately prepared to navigate the school district’s environment; there were multiple indicators that cheating would likely occur in the district; and single-measure reward systems are problematic. The authors conclude with suggested reforms for teacher and principal preparation programs.
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