Accountability and curriculum change

Abstract

It is argued that there are increasing pressures of accountability on principals to improve school performance (Bishop & Mulford, 1999) - from systems, from school communities and wider. In response to this, many principals are investigating different methods of curriculum organisation and delivery. Accountability in relation to the curriculum is being monitored by a growing number of high-stakes tests and schools are responding by looking to ensure their curriculum accomodates the testing requirements. This paper identifies some of the issues facing schools where the pressures of accountability are leading to curriculum change. Of note in this changing agenda in schools is the some leaders are looking externally for assistance.