In this practical and timely book, Jim Dueck makes the case for accountability not as an abstract notion but as a practical guide for parents, policymakers, and the public. Most accountability systems, unfortunately, include data that are cowardly and lack credibility ("Everybody's a winner!") or politically motivated ("Everybody's a loser!"). To be sure, there is much that many readers will find objectionable in these pages, but that is all the more reason to use this book as a platform for discussion, debate, and constructive conversation. -- Douglas Reeves, PhD, author; researcher; Creative Leadership Solutions Dr. Jim Dueck in his new book, Accountable Schools, urges everyone from politicians and pubic servants, teachers and teachers' unions to parents and students to making schools in the American and Canadian contexts more democratic, more accountable, more transparent and overall more business-like. He irreverently calls out everyone, supporting his assertions through examining over 20 years of research. He not only dramatically demonstrates how these combined pursuits will improve students' achievement and outcomes, improved teaching, improved parenting, and more prudent use of tax dollars, but actually provides detailed tools and processes for doing so....a succinct guide for transformative changes in our public-school systems. -- Maria David-Evans, BSc., MBA, MA, RSW, former deputy minister of learning, Alberta; MBA instructor, University of Alberta, School of Business Our educational system today needs to embrace change and help shape its direction. Dr Dueck's fascinating field-based research explores a range of innovative models for practical, results-oriented solutions to this challenge. All who want to see students succeed will find this book a stimulating primer for creating effective learning environments. -- George Durance, PhD, president, Teach Beyond Inc.; president emeritus, Ambrose University College Dr. Dueck delivers a key message: schools' purpose is to promote learning yet we fail to measure and report outcomes or create appropriate consequences for teachers, schools and school systems that don't deliver. Instead, we engage in expensive ineffective initiatives like reducing class-size that are mere distractions from our purpose. -- Roger Palmer, PhD, deputy minister of education (retired), Government of Alberta