“End of Accountability: How Society is Failing in Holding People Responsible”

School accountability has vanished, plunged into a crevice with no effort to bid it a decent farewell.

In 2004, the Republicans, in their national platform, hailed the enactment of No Child Left Behind, a fresh federal law built on “four fundamental pillars,” with one being “ensuring strong accountability for student achievement, for all children.” The focus shifted to measuring results based on student achievement rather than mere spending.

On the other hand, Democrats expressed discontent about the lack of sufficient funding for the law, emphasizing the need for stringent incentives and tests for new teachers, rewards for exceptional teaching efforts, and efficient procedures for handling underperforming teachers.

Both George W. Bush and Barack Obama placed significant emphasis on accountability for student achievement through standardized tests in their education reform agenda.

Currently, accountability is scarcely addressed in the education platforms of either political party. A draft of the Democrats’ platform requires approval by national convention delegates and has been endorsed by Jamie Harrison, chair of the Democratic National Committee, who introduced it as a testament to the progress made since the Biden-Harris Administration took office, committing to continue strengthening the cause.

The education plank focuses on commitments for different age groups beyond typical school ages, promising free universal preschool for four-year-olds, job training partnerships post high school, additional Pell Grants for seven million more students, subsidized tuition at specific income levels, and enhanced loan forgiveness for tuition debt.

Regarding K-12 education, the platform lacks substantial strategies to enhance student achievement post-pandemic learning setbacks. It reaffirms the party’s stance against private-school vouchers, advocates for elevating teacher salaries without specifying funding sources, highlights teacher recruitment initiatives, and acknowledges the significant investment in public education by the Biden-Harris administration.

Despite massive federal funding aimed at aiding educational recovery, student achievement remains below pre-pandemic levels, with eighth graders lagging behind comparable peers. Notably, the platform overlooks the accountability aspect, focusing more on community-based services within schools rather than internal accountability reforms.

The absence of accountability is striking, especially as the document takes a divergent approach from traditional K-12 education issues, demonstrating a primary focus on individuals outside compulsory schooling years.

The vanishing of accountability resonates not only within the Democratic platform but also in the Republican stance, which disregards the concept entirely. The Heritage Foundation’s Mandate for Leadership also omits references to accountability, advocating for reduced federal intervention in education.

Within Massachusetts, a proposed initiative could remove the high school graduation exam, undermining the state’s once successful accountability measures. If societal sentiments align with platform narratives, Massachusetts’ accountability strides may be compromised.

Just as Mr. Kurtz met his demise in Heart of Darkness, accountability seems to face a similar fate—an overlooked, fading element in the realm of education policies.

Paul E. Peterson is the Henry Lee Shattuck Professor of Government and director of the Program on Education Policy and Governance at Harvard University. He welcomes your reactions to this post by email at paul.peterson@educationnext.org; responses will be curated and shared periodically. His Education Exchange podcast is available with a new episode each Monday.