Turning around low-performing schools and districts has become a primary focus of educational policy across the country as a result of state and federal accountability policies implemented over the last decade. Our study uses theories of organizational learning and social network analysis to examine the structure and types of 'ties,' or relationships, among educators across an entire low-performing district. Our paper uncovers critical aspects of the context, some of which are directly related

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... o the accountability policies that are meant to bring about improvement, which limit 'learning' in these schools and districtwide. Our study has important implications for both the understanding of learning processes in districtwide improvement, as well as methodological strategies for examining these.