Abstract:This study focused on two urban, Massachusetts high schools and the question of how the practices of school leaders related to the level of performance. Specifically, it attempted to provide specifics as to perceptions educational leaders held with regards to high-stakes environments and how they responded to state mandates. The study examined how leaders in both schools define successful reform, perceive high-stakes testing, perceive a need to raise student achievement, and implement reforms in response to hi… Show more
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