Research into Tennessee’s Achievement School District: Accountability, Incentives, and Guidance for Providers

Abstract

This report elaborates the theory of action that undergirds the Tennessee Achievement School District (ASD), including the ideological commitments of ASD leaders, and the strategy they think will lead to improvement in student outcomes. Researchers examine underlying beliefs of ASD providers, highlighting fundamental differences in their beliefs about teaching and learning. In addition, the report discusses the difficulty of using state assessment to support organizational learning among providers and the ASD leadership.

Suggested Citation

Glazer, J.L. & Malone, M. (2015). Research into Tennessee’s Achievement School District: Accountability, incentives, and guidance for providers. (Tennessee Education Research Alliance Working Paper).