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The brief positions school closure as a critical incident and offers pragmatic guidance for educational leaders facing pandemic disruptions. It explains how formal external measures were cancelled, yet “internal” or “collective” accountability emerged through collaborative infrastructures, meaningful relationships, and shared ownership for students and families.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/accountability-during-school-closures-moving-from-external-to-internal-policy-brief/583756/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/accountability-during-school-closures-moving-from-external-to-internal-policy-brief/583756.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the inquiry find about external accountability pressures during school closures?","Question",{"text":112,"@type":113},"The inquiry finds that the lack of external accountability pressures did not appear to negatively impact teachers’ efforts, commitment to relevancy and rigor, or responsiveness to families.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the brief explain accountability when formal external measures were cancelled?",{"text":117,"@type":113},"It describes how “internal” or “collective” accountability was created through collaboration infrastructures, grounded in meaningful relationships, promoting innovation and change when needed.",{"name":119,"@type":110,"acceptedAnswer":120},"What research approach does the study use for this policy brief?",{"text":121,"@type":113},"From April to August 2020, researchers conducted interviews with 120 principals in 19 states, then teams of 2–4 analyzed a sub-sample of 23–43 interviews to develop conclusions and recommendations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583756,1792193092,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","University of Pennsylvania  \nScholarlyCommons  \n\n| CPRE Policy Briefs | Consortium for Policy Research in Education\u003Cbr>(CPRE) |\n| --- | --- |\n| 11-10-2020\u003Cbr>Accountability during school closures: moving from external to internal\u003Cbr>Chantal Francois Towson University\u003Cbr>Jennie Weiner\u003Cbr>University Of Connecticut\u003Cbr>Follow this and additional works at: [https://repository.upenn.edu/cpre_policybriefs](https://repository.upenn.edu/cpre_policybriefs)\u003Cbr> Part of the Education Commons |  |\n\nRecommended Citation  \nFrancois, Chantal and Weiner, Jennie. (2020) . Accountability during school closures: moving from external to internal. CPRE Policy Briefs.  \nRetrieved from [https://repository.upenn.edu/cpre_policybriefs/91](https://repository.upenn.edu/cpre_policybriefs/91)  \nThis paper is posted at ScholarlyCommons. [https://repository.upenn.edu/cpre_policybriefs/91](https://repository.upenn.edu/cpre_policybriefs/91)  \nFor more information, please contact [repository@pobox.upenn.edu](repository@pobox.upenn.edu).  \nAccountability during school closures: moving from external to internal  \nAbstract  \nThis inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers’ efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families.  \nThis is one of a series of briefs that focused on a‘critical incident’ surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions ofthe pandemic.  \nDisciplines  \nEducation  \nThis policy brief is available at ScholarlyCommons: [https://repository.upenn.edu/cpre_policybriefs/91](https://repository.upenn.edu/cpre_policybriefs/91)  \nLeading in Crisis  \nRESEARCH BRIEF  \nAccountability During School Closures: Moving From External to Internal  \nThis inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers’ efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families.  \nINTRODUCTION  \nIn addition to suspending in-person instruction across the United States, the COVID-19 pandemic brought a moratorium to many of the external measures and mechanisms used to hold teachers and schools accountable in recent years for enhancing student learning outcomes. In state after state, standardized high stakes testing and teacher evaluations were cancelled for the year. For some, this hiatus was a respite. Since their inception, accountability policies have been met with detractors who argue standardized tests and increased inspection of teachers’ practice has done little to enhance students’ educational experiences and much to deprofessionalize teaching and limit real learning. In contrast, supporters of external accountability measures argue they incentivize teachers to work harder, enhance their practice, and thus student learning, and make schools more responsive to families and their needs. These arguments are unlikely to abate as debates are just beginning to unfold regarding whether and how accountability measures will be utilized now and in the future as schools return to a “new normal.”  \nAUTHORS  \nChantal Francois  \nTowson University  \nJennie Weiner  \nUniversity of Connecticut  \nABOUT THIS STUDY  \nLeading in Crisis documents school and district experiences following school closures in March 2020 due to COVID-19 .  \nFrom April to August 2020, researchers conducted interviews with a diverse sample of 120 principalsin 19 states, including elementary, middle and high school leaders from urban, suburban, and rural areas across the U. S. The interviews asked about the most pressing issues leaders faced; school and district responses; the inequities exposed by the pandemic; and strategies for care and well-being.  \nTo write their brief, teams of 2-4 researchers analyzed a sub-sample of between 23-43 of the interviews (depending on the team size) to arrive at their conclusions and reco","cbCaigxlxdpeMFnd","https://ap.wps.com/l/cbCaigxlxdpeMFnd","pdf",602763,11,"English","# Abstract\n# Introduction\n# Authors\n# About This Study\n# Accountability During School Closures: Moving From External to Internal","[{\"question\":\"What does the inquiry find about external accountability pressures during school closures?\",\"answer\":\"The inquiry finds that the lack of external accountability pressures did not appear to negatively impact teachers’ efforts, commitment to relevancy and rigor, or responsiveness to families.\"},{\"question\":\"How does the brief explain accountability when formal external measures were cancelled?\",\"answer\":\"It describes how “internal” or “collective” accountability was created through collaboration infrastructures, grounded in meaningful relationships, promoting innovation and change when needed.\"},{\"question\":\"What research approach does the study use for this policy brief?\",\"answer\":\"From April to August 2020, researchers conducted interviews with 120 principals in 19 states, then teams of 2–4 analyzed a sub-sample of 23–43 interviews to develop conclusions and recommendations.\"}]","Accountability During School Closures: Moving From External to Internal - Policy Brief | PDF",1792048292,28]