| The purpose of this research is to determine middle school principals' perspectives on implementing the 2000 A+ Education Reform Act and the 2001 Education Initiatives Act. Relying on case study analysis of three Georgia middle school principals in urban, rural and suburban settings, I examined the process of implementing the new legislation. This legislation includes reforms such as reducing class size, holding schools accountable by standardized test scores and ending the practice of social promotion. This qualitative research was conducted using both within and cross-case study analysis along with grounded theory to explore emerging themes regarding the principals' perceptions on the reform process. Four major themes evolved from this research including accountability, fitting reform to meet local needs, important factors not addressed by reform and reforms already in place prior to the House Bills. The similarities and differences among principals as they progressed through the implementation process were demonstrated. This research contributes to the knowledge base regarding the consequences of systemic educational reform as well as provides an opportunity for legislators and educators to engage in a dialogue about educational reform in Georgia. |
