Community-Based Accountability: Beyond a Test Score

This qualitative, interpretive case study examined the use of community-based accountability (CBA) as an alternative to traditional standardized testing to determine success of students and measure school quality. In three Texas school districts, stakeholders shared their perceptions of the merits and challenges of CBA implementation and analyzed changes districts implemented due to CBA goals. Findings noted communities benefited from greater student engagement and districts took demonstrative actions to support student success. However, CBA development lacked broad stakeholder input in the CBA process and success of community-based accountability was difficult to quantify. It underscored the importance of advocating for systems that prioritize comprehensive student social and emotional development and real-world experiences to prepare students for future careers. This study contributes to the ongoing discourse on educational accountability based on stakeholder beliefs regarding the social and emotional qualities students should demonstrate and providing engaging educational opportunities for all students. The study recommends future research to develop quantifiable metrics for CBAs and funding to support equitable access to educational experiences as a method to identify school quality.