No longer the 'forgotten player': Districts respond to institutional messages about accountability

This study examines how districts are connected to and respond to shifting messages about accountability. The "new" accountability movement marks a shift in attention from education inputs to student outcomes, and primarily targets schools, leaving districts out of the policy loop. But recently, new accountability policies have pushed districts into the spotlight; they are now seen as crucial players in helping schools improve student achievement. However, districts are still expected to address various rules and regulations and public concerns, such as safety. With multiple messages about what districts are expected to do, how do districts connect with these messages and how do these messages affect their work?;While most studies treat accountability as a policy issue, this study draws on institutional theory, illuminating how districts are connected to the larger institutional environment and how these connections serve as conduits through which messages about accountability inform and influence their work. I use a cross-case study design to examine how two districts in California understand and respond to "new" accountability policies and "old" input demands.;My findings suggest that how districts are connected and strategically respond to messages about accountability is shaped by their embedded contexts. In particular, the nature of the district's linkages with actors in the organizational field and the district's ability to manage these relationships, appear to play an influential role in shaping these processes.;This study contributes to organizational theory and education policy by illuminating ways in which the institutional environment influences organizational practices and by highlighting the role the district plays in the new era of accountability.