Noble, Audrey J.Banicky, Lisa2006-06-222006-06-222000-05http://udspace.udel.edu/handle/19716/2397This policy study of Delaware’s student accountability initiative uncovers conflicting ideologies of those effecting, and those affected by, the state’s education reform efforts. These varied understandings of what systemic change involves, and consequently how long it should take, are weighty issues. They have driven, directly or indirectly, much of the state’s past, as well as its current policymaking: its laws, its regulations, and its local policies. This study explores these differing views and some of the policies and programs that have subsequently evolved. Most importantly, the study examines the path Delaware has taken over the past ten years as influenced by various interpretations of time and where the state is in its progress toward systemic education reform.294333 bytesapplication/pdfenAccountabilityEducation ReformTechnical Report