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The Ethos of Accountability— a Critique

The accountability movement is generating an ethos among educators that must not go unchallenged. This ethos-whose governing principles are based on a technological-economic world-viewis distinguished by its frenzied insistence on the large-scale transportation of attitudes and practices from the world of business, engineering, and science to the world of education. One result of this slavish dependence on the beliefs and procedures of other fields has been to reduce the total educational endeavor to a tired litany of achievement, performance, and production characterized by the blank torpor of systems analysis, technological engineering, quality control, and replicability. The creeping extrusion into education of an ethos which defines the successful educational experience primarily in terms of systems engineering and measurable outputs signifies a tragic loss of larger vision and purpose among educators. The unsettling implication is that the nearer we come to the realization of accountability in our educational institutionsas accountability is presently being defined and huckstered-the greater will be the cleavage between our educational ideals and our actual practices; and the greater will be the consequent clamor for sweeping educational reform.