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Patterns of Response in Four High Schools Under State Accountability Policies in Vermont and New York


by Elizabeth H. DeBray, Gail Parson & Katrina Woodworth — 2001

This chapter examines the responses of four high schools to new accountability policies in New York and Vermont.3 In each state we selected a school that was “better-positioned” with respect to the policy and a school that we considered a “target” of the policy.


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This article originally appeared as NSSE Yearbook Vol 100, No. 2.


Cite This Article as: Teachers College Record Volume 103 Number 8, 2001, p. 170-192
http://www.tcrecord.org ID Number: 18691, Date Accessed: 12/12/2017 7:22:41 AM

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About the Author
  • Elizabeth DeBray
    Harvard University
    E-mail Author
    ELIZABETH DEBRAY is a doctoral candidate in Administration, Planning, and Social Policy at Harvard University’s Graduate School of Education. She also serves as a research assistant with the Consortium for Policy Research in Education.
  • Gail Parson
    Harvard University
    E-mail Author
    GAIL PARSON is a doctoral candidate in Administration, Planning, and Social Policy at Harvard University’s Graduate School of Education. She also serves as a research assistant with the Consortium for Policy Research in Education.
  • Katrina Woodworth
    SRI International
    E-mail Author
    KATRINA WOODWORTH is an education policy analyst at SRI International.
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