Abstract: This study investigates how eight principals in diverse settings in Massachusetts use their autonomy in five areas: hiring, budgetary control, instruction and curriculum, organizational design, and accountability. The study found that while principals are eager to take advantage of the freedom to develop innovative programs, some feel that their autonomy is limited by the requirement that all students are required to take the statewide Massachusetts Comprehensive Assessment System (MCAS) exam. The study did not find a clear-cut answer to whether a strong accountability system limits or enhances a principal's autonomy.
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