District Administrator Perspectives on Student Learning in an Era of Standards and Accountability: A Collective Frame Analysis (Report‪)‬

Our analysis explores the agenda for student learning communicated in interviews with school district officials from four Ontario districts. Using research methods drawn from collective action framing theory, we identified six core frames and one broader frame in the discourse on student learning: (a) measureable academic achievement, (b) personalized preparation for post-secondary destinations, (c) a well-rounded education, (d) personal development, (e) faith/values-based education, (f) social identity development, and (g) developing the whole child (the broader frame). The analysis highlights the administrators' advocacy for a more encompassing educational agenda than that mandated by government curriculum and accountability policies, and the utility of framing theory for education policy analysis. Keywords: school district administrators, accountability, learning, policy analysis, curriculum analysis