Literaturnachweis - Detailanzeige
| Autor/inn/en | Trenta, Louis; Cunningham, Luvern; Kruse, Sharon; Printy, Susan; Griswold, Philip; Hunn, Diana; Aguila, Frank |
|---|---|
| Titel | Characteristics of Higher and Lower Performing Urban School Districts in Ohio: Furthering the Development of Criteria Useful in Evaluating Urban School Governance. |
| Quelle | (2003), (97 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Board of Education Policy; Educational Policy; Elementary Secondary Education; Low Achievement; Poverty; School Districts; Socioeconomic Influences; Urban Schools; Ohio |
| Abstract | This study investigated differences in patterns of governance policies, practices, and attitudes between higher and lower performing urban Ohio school districts. Public domain data included official district records, state documents, and newspaper articles. Case studies of four districts found that districts were similar on the DeRolph v. State of Ohio funding lawsuit, levies dominating recent major events, and in handling of IDEA requirements. All districts used a committee structure as an organizing mechanism. There were some differences in contractual issues and level and distribution of human resources for operation, though they were not identifiable on the basis of performance level. The first noticeable difference related to community economics. Lower performing districts had lower median family incomes and more families living in poverty than did higher performing districts. Board members as governance leaders in lower performing districts focused more on personal issues than those in higher performing districts. In lower performing districts, critics emphasized past failures (versus future orientation and higher expectations in higher performing districts). Lower performing districts had multiple, separate, long-range plans. Higher performing districts had fewer, but somewhat related, plans. Higher performing districts based decisions on data and sought community involvement in planning more than lower performing districts. Strong, consistent leadership was more evident in higher performing districts. (Contains 34 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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