Abstract
Decision-making of principals after implementation of the No Child Left Behind Act of 2001 responded to accountability for all students learning. The focus on equity and access re ected concerns about social justice mentioned throughout 13 focus groups held with 82 principals across the United States from 2002- 2005. Two consistent decision-making themes were identi ed: factors that ffect decision-making and leadership in decision-making. The authors conclude that principals need to develop expertise in shared decision-making and communicate the processes to stakeholders for more ffective decision-making to improve student learning.
