"We're not just whistling Dixie”: Policymakers’ perspectives on state education reform

Abstract

Abstract This case study examined the impetus for and impact of a high‐stakes assessment plan and reform initiative, North Carolina's ABC Plan for Public Education, from the perspective of state level policymakers and local level implementers. It extends the findings of two previous studies (Miller, Hayes, & Atkinson, 1997a; 1997b) examining how state policymakers informed local level implementers (administrators and practitioners) about decisions leading up to the reform initiative. Holding teachers and schools accountable for students’ test scores was clearly understood by all participants in the study to be the centerpiece of the reform. As the initiative was implemented, practitioners received little support for aligning their instructional practices so that they were not only congruent with the reform, but were also supportive of meaningful teaching and learning. After one year, implementation of The ABC's of Public Education resulted in an adversarial relationship between local level implementers and state level policymakers. Test scores on the state's assessment were the bottom line—and with the state's policymakers in control, it continues to drive the reform. This case study suggests that policymakers and practitioners alike could collaboratively focus on more fruitful and effective future visions for educational reform. Final conclusions are presented with a backdrop of existing research in the area of educational reform and assessment, political and public influence, and policy implementation.