Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district officials, principals, and teachers differ. We find that in all three states, teachers report experiencing significantly more accountability than do principals. Teachers in every state also report significantly lower authority toward their state’s standards. In Texas, these authority gaps predict less coverage of English language arts standards.

中文翻译：

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注意差距：教师、校长和学区如何体验大学和职业准备政策的差异

基于标准的改革的批评者经常引用问责政策环境，与校长和地区官员相比，这种环境对教师的影响不成比例。我们直接检查这种不成比例。在德克萨斯州、俄亥俄州和肯塔基州这三个研究州，我们使用调查分析来了解地区官员、校长和教师的政策环境有何不同。我们发现，在所有三个州，教师都报告说比校长要承担更多的责任。每个州的教师也报告说，他们对本州标准的权威显着降低。在德克萨斯州，这些权威差距预示着英语语言艺术标准的覆盖面会减少。